Three Interventions 1

Three Interventions I Have Learned In EDPY 350 to Help My Future Teachings

Rose Wagner
MSU- Northern

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No matter what grade or subject I choose to teach, I will have students with exceptionalities,
and it will be my job to help remove some of the obstacles that stand in their way. I have learned so
much about Special Education and interventions in EDPY 350. One notion that stands out the most is
interventions are as diverse as the students who need them. When choosing my three interventions, I
tried to consider ones that would be beneficial to the broadest spectrum of students. I have concluded
that the three most important are establishing schedules and routines, creating the least distracting
environments, and most importantly differentiating instruction. These three interventions can be
applied to any subject or grade to help students in my future teaching.
First, I will maintain and post a daily class schedule, and I will teach students class routines.
Class schedules and routines help keep students focused and save time. At first, I will spend time
walking students through daily routines such as when and what supplies and materials are needed for
each task. Once students have these instructions mastered, I will expect them to continue the
behaviors on their own. I will post a daily class schedule on the board or bulletin board for every
student to see. When necessary, I will create desk or notebook schedules for individual students who
need them. This system, will be helpful for students who are pulled out of classes for interventions or
if schedules vary. I think all students can benefit from class schedules and class routines, but will be
especially beneficial to students with attention deficit disorder (ADD), attention deficit hyper activity
disorder (ADHD), autism spectrum disorder (ASD).
Second, I do not want my classroom environment to be an obstacle students have to work
around or overcome. My room and environment should enhance learning experiences. I want
students to feel comfortable and have access to supplies and materials. My room will be arranged so
students with physical disabilities can have access to all areas of the room. I will make sure students
can get to the exits, bathrooms, centers, boards, and materials, by making pathways as wide as
possible to accommodate wheelchairs and other assistive walking devices. I will eliminate

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background and unnecessary noises as much as possible in my room to help hearing impaired and
ADHD students. I will also give all students a clear view of the teacher and instructor, and reserve
the best views for those with visual or hearing impairments. Last, I will organize my materials and
supplies to save time, stay on task, and eliminate distractions. My room and environment will
enhance learning experiences.
Last and most importantly, I will differentiate instruction and assignments. With a class full
of individuals, I think it is important to have all lessons ready with differentiated instruction. I know
not all students will learn the same exact way or at the same exact level. I will consider the amount of
time all students can focus on certain tasks. Whenever possible, I will tier assignments by skill level.
I will provide extra support to those who need it, by using small groups or one-on-one consultations.
Before each lesson, I will develop determine what I want the group to learn as a whole, and also what
I want individuals to learn based on IEP or skill level. A student with an IEP may not be graded on
the same learning criteria as the general class. I believe this intervention to be the most important
intervention because it considers individual needs.
This class is all theory, and these are the interventions I believe I would use. For example, I
am teaching fourth grade and one of my students has ASD. I would provide him with an accurate
daily schedule that he could keep in a binder. Another example would be, if I were teaching first
grade and one of my students was in a wheelchair. I would make sure that desks were arranged with
wide enough aisles so the student does not need assistance getting around the classroom for any
activity. My last example would be teaching a student with a learning disability in reading in sixth
grade. I would let him listen to the text book on audio while he followed along in the book, and the
rest of the class read on their own. I know the interventions I chose are not the only interventions,
and I will be accruing information and experience as I go.

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Bibliography
Vaughn, S. S., Bos, C. S., & Schumm, J. S. (2011). Teaching Students Who Are Exceptional, Diverse, and
At Risk in the General Education Classroom. Upper Saddle River: Pearson.