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.
Table of Contents
Foreword by Professor John Hattie Acknowledgments List of Figures List of Tables Chapter 1: Introduction to Learning Intervention Chapter 2: Educational Casework and Responsive Teaching Chapter 3: Layers of Learning Intervention Chapter 4: Scoping Learning Intervention Chapter 5: Evidence Bases for Learning Intervention Chapter 6: The Purposes (WHY) of Assessment in Learning Intervention Chapter 7: The Content (WHAT) of Assessment in Learning Intervention Chapter 8: Approaches and Strategies for Assessment in Learning Intervention: The HOW of Assessment Chapter 9: Learning Opportunities Chapter 10: Teaching Strategies Chapter 11: Evaluation of Learning Intervention Chapter 12: Frameworks for Reflective Evidence-based Practice in Learning Intervention
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.
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 these days of inclusive practices and contemporary implementation science, it is rare to find a readable and yet thorough book that effectively weaves theory, research and actual practices together. This is such a book. Building on the excellent 'Sustainable learning' title, Berman and Graham synergise the key variables in delivering the highest quality learning and teaching experiences for all students regardless of setting or individual needs. This book moves the field forward at a critical time in education and I recommend it wholeheartedly.
Michael Arthur-Kelly, The University of Newcastle, Australia
I strongly recommend this thoughtful and timely book. Berman and Graham have provided schools with a very detailed and well-argued framework for implementing responsive teaching in any inclusive setting. The authors have made clear how the diverse learning needs of students in today’s classrooms can best be met by blending evidence-based practices, principles of Universal Design for Learning, flexible assessment strategies, and professional collaboration.
Peter Westwood, Education Consultant and Author