Overview

This book explores what learning intervention means in inclusive classroom settings. It provides educational professionals with the knowledge and skills they require to reflect on, and respond to students’ individual learning needs, and enables them to choose, implement and evaluate evidence-based strategies for learning intervention. Taking an ecological perspective, and placing a capability framework at its core, the book considers how responsive teaching and educational casework combine to create intricate layers of learning intervention, and recommends tailored teaching and support strategies that can be used to address a wide variety of student learning needs. Learning intervention is thus understood in its broadest sense, and educational professionals are equipped with a range of interactive and adaptive strategies to support student learning. Chapters introduce and unpack numerous frameworks for practice, provide an extension to Response to Intervention models, and bring together key evidence-based ideas in an accessible format. Effective teaching in response to clearly defined learning needs is central to the achievement of all students. Learning Intervention will provide future and current educational professionals with the structures, knowledge, insight and skills they need to respond effectively to each and every student.

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9781138560307

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Reviews

In some ways, all of us are the same, but our unique capabilities, interests and beliefs means that the `one size fits all' model of education does not meet the needs of every learner. Every child can learn. Learning Intervention moves away from the limitations of `special education' and presents the assessment, learning and teaching and evaluation processes that guide teachers to drive full inclusion in their classroom. This is a must read for all teachers that want to cater for all students' needs. Field Rickards PhD, Dean Emeritus, the University of Melbourne This thoughtful, thorough and evidence-based book systematically explains how educators in inclusive settings can work toward sustainable teaching and learning. The authors' deep understanding of a wide range of research, and their extensive, practical experience with diverse students, ensure that their recommendations are simultaneously wise and street-wise. Learning Interventions: Educational Casework and Responsive Teaching for Sustainable Learning is a scholarly and practical book that deserves a wide readership among teachers and consultants. The book will be an invaluable resource for facilitating individual's and team's reflection on, and if necessary, recoceptualisation and redesign of, their strategy for improving the learning of all students, particularly those who find it hard to learn. Tony Shaddock, Professor Emeritus, University of Canberra To increase teachers' instructional efficacy for all learners in the classroom, particularly those with learning problems for various reasons, Berman and Graham propose integrating responsive teaching with educational casework. I highly recommend this book to instructors at colleges/universities involved in teacher training and teachers and educational casework professionals. The former will find their proposal hugely thought-provoking because essentially it advocates integrating regular education with special education. The latter will appreciate the ample and carefully constructed scaffolding provided by the authors to enable them in their efforts to implement the latters' proposed model. Bernice Wong, Professor Emeritus, Faculty of Education, Simon Fraser University

In some ways, all of us are the same, but our unique capabilities, interests and beliefs means that the `one size fits all' model of education does not meet the needs of every learner. Every child can learn. Learning Intervention moves away from the limitations of `special education' and presents the assessment, learning and teaching and evaluation processes that guide teachers to drive full inclusion in their classroom. This is a must read for all teachers that want to cater for all students' needs. Field Rickards PhD, Dean Emeritus, the University of Melbourne

Author Information

Jeanette Berman is Associate Professor of Inclusive Education at the University of New England and Principal Fellow (Associate Professor) in Learning Intervention at Melbourne Graduate School of Education, Australia. Lorraine Graham is foundation Professor of Learning Intervention at the Melbourne Graduate School of Education. She is a Fellow of the International Academy for Research in Learning Disabilities, Australia.

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