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How early remedial intervention helps a child’s specific needs

In an average classroom, teachers have a specific syllabus to complete within a particular period of time (which could range from a few weeks to even multiple months). Often the syllabi are designed with the average learning rate of the classroom in mind which means that a majority of these children should be served adequately by these lessons.

 

However, not every child is the same: some might find a particular concept easy while someone else might struggle to even understand it on a basic level. This is exactly where remedial interventions come in for those with a range of Learning Disabilities (LDs) such as Dysgraphia, Dyslexia and Dyscalculia and Autism. It’s how the gaps between what students know and what they’re expected to know are bridged. This is typically done through the re-teaching of core skills that they might be expected to know in order to progress.

What do remedial interventions look like?

While some older children may require them for areas such as social studies and science, a vast majority of remedial interventions centre around the fields of literacy and numeracy. In order to help those in remedial classes catch up with their peers, teachers typically keep the batch sizes small so they can focus on the specific needs of each child.

Why does remedial intervention work?

What happens next? The teacher teaches them the same core skills and concepts they’re required to know at their academic level, except, unlike in a regular class, the smaller batch sizes and increased focus on each and every student result in the teacher becoming attuned to the individual requirements of every student, particularly those with differential needs.      

Remedial interventions vs special education

While remedial interventions can indeed be quite helpful for children with special needs, it’s important to remember that remedial interventions aren’t the same as special education. Aside from the fact that remedial interventions can benefit anyone (neurotypical or otherwise), the most crucial distinction is that where remedial interventions focus on core concepts to help with academic progress, special education focuses more on overall development through specifically-tailored learning plans. In fact, if a student is found to be lagging behind in remedial classes, they are assessed for a Learning Disability.

In many advanced schools, post-remediation, candidates for special education are often chosen through frameworks known as Response To Interventions (RTI), described by Understood.org as “comprehensive, multi-step process that closely monitors how the student is responding to different types of services and instruction.”

Types of remedial interventions

There are various different kinds of remedial interventions, the major ones of which have been listed here:

  • Small group interventions: This type of remedial intervention – by far the most popular one – groups the classroom to allow for specific Some schools allow higher-achieving students to work by themselves in separate groups during normal classes, so the teachers can focus more time on those who require additional support.
  • One-on-one interventions: Where instructors focus on one student at a time as opposed to smaller groups. While it is resource-intensive, its effectiveness is far greater than small group interventions. It’s the kind of remedial intervention SpEd@home specialises in: it involves 40 minute sessions bolstered further through a multi-sensory approach to education (more on that below).
  • Peer interventions: This remedial intervention method sees more advanced classmates or seniors tutoring those lagging behind. This is quite similar to Peer Assisted Learning (PAL), where teachers step aside and let their students take control of the learning environment.
  • Computer Assisted Interventions: Computer Assisted Interventions (CAIs) are exactly what they sound like – the use of computers and digital-learning in remedial interventions. Aside from advantages such as remote accessibility and pause/rewind-related possibilities, the medium also allows for a better intervention quality through multimedia and multi-sensory possibilities, particularly in well-designed courses (like the ones offered by SpEd@home!).

Online remedial interventions

The ongoing COVID-19 pandemic, with its series of resulting lockdowns in tow, has brought about a radical change in the world of education: the widespread adoption of online education. Remedial interventions have been no exception in that respect and the pandemic’s influence on it has been largely two-fold:
  • Sudden school closures have disrupted education for children across all ages and socioeconomic lines. Remedial interventions are now being widely used to help those affected catch up with their syllabi.
  • More predictably, much like online education, the lockdowns have resulted in much of these interventions shifting into online spaces. While some of the earlier disadvantages of this shift – the lack of self-motivation, delayed teacher feedback and connectivity issues – were serious issues that teachers and students alike had to contend with, it presents a greater number of advantages over the longer term such as:
    • Flexibility in instructions and class participations
    • Relative cost-effectiveness
    • Removal of space and time-related barriers
    • Availability of electronic research for instructors
Remedial interventions, in conclusion, are necessary in establishing the core strengths of a child with differential needs, thus helping experts like those here at SpEd@home in formulating Individualised Education Plans (IEPs) that best help with their holistic development. Available in ‘Lite’ and ‘Standard’ versions, click here to accelerate your child’s holistic growth and join hands with us.

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