Intervention is a responsibility to be shared by educators, parents, students, and members of the community. In the broadest sense, intervention is the responsibility of all individuals who are involved with student achievement. Minimally, intervention should be structured through three successive levels--the classroom, the building, and the district. Ideally, these structures involve students, teachers, and parents, as well as building and district administrators. When a student's need for intervention cannot be satisfactorily addressed by the teacher, building and district options must be available. Building-level options might include interclass groupings, intervention assistance teams, tutorial programs, and resource/intervention rooms and teachers. District-level options might include summer school programs, extra hours programs like Saturday school, and required remedial academic courses. Provisions for intervention services, including adequate resources and appropriate staff development, should be made at all three levels.

Comprehensive Arts Education: Ohio's Model Competency Based Program (CAEC), 82.

Although people learn and interact with the world in many different ways, students with disabilities are often categorized into groups with prescribed teaching/learning techniques. Teachers must keep in mind that the student with disabilities is a person first, and like all learners is subject to the many influences that can affect learning.

ASSESSMENT

Clearly stated and communicated learning objectives and criteria for assessment are important for all students. Students should know what they are expected to learn and how that learning will be measured. Criteria should be specific.

The process of weighting criteria helps identify what is most important and can be especially helpful in working with students whose disabilities impede progress. For example, if there are ten criteria to be met to receive an "A," there may be seven for a "B." However, only five may be essential to show an understanding of the most important concepts. Prioritizing the criteria helps both the teacher and the learner evaluate progress.

Assessment should focus on demonstrated understanding of concepts rather than facility with a particular activity. For example a student with physical limitations could show an understanding of 2- and 3-dimensional design by using computer graphics rather than paint and brush. Tape and video recorders offer options to students whose ideas are stifled through difficulty with written expression. All students must have viable options.

INSTRUCTION

The following instructional approaches are applicable to the arts classroom:

* Refer to the Evaluation Team Report from the Multifactored Evaluation (MFE) and design instruction that capitalizes on the learner's strengths.

* Check the learner's Individualized Educational Plan (IEP) to align instructional strategies with individual goals and objectives.

* Design lesson for multiple modes of learning.

* Use hands-on activities to convey abstract concepts.

* Use printed materials, including teacher-made hand-outs, that are on white paper with bold black ink.

* Offer information in an outline, enlarged type, or audio recording.

* Reinforce lectures, instructions, and discussions with hand-outs and overheads.

* Restate and rephrase important ideas and concepts; use a student recorder to transcribe them on the board or overhead.

* Make sure students have a clear line of vision and hear clearly during demonstrations.

* Break instructions down into clear concise steps and provide them both orally and in writing.

* Permit only one person to talk at a time.

* Allow students with cognitive disabilities to participate at the early levels of discussion to encourage engagement with the lesson.

* Consult special education resource teachers and therapists about adaptive devices and their proper use.

* Do not rule out any student's interest or ability in working with any materials or processes.

* Consider group projects as a way for students to draw on each other's abilities.

* Audio tape songs or dialogue that students need to learn.

* Provide art reproductions in accessible formats (such as individual copies, black and white reproductions, textured images, or on computer disk) for students with visual disabilities and perception problems.

* Understand audio assistance technology and other assistive devices. Use them when needed.

* Give students with hearing impairments access to the vibrations of instruments and amplifying equipment in music.

* Alter materials, tools, and instruments by securing them to a table; add padding or texturing grips for students with coordination or strength problems.

* Harness student energy into productive activities like the distribution and collection of materials.

* Explore successful strategies with the student, parent, and other teachers.

Conditions

* Adjust the amount of time to complete an assignment.

* Establish, communicate, and enforce rules of conduct.

* Develop a plan with the school nurse for health emergencies.

* Know the crisis intervention plan for students with a history of violent or destructive behavior.

* Evaluate the physical environment: Can students move around without jostling each other? Are tables and chairs at appropriate heights? Are children with visual disabilities and perception problems facing away from the glare of the windows? Are students with hearing impairments seated near the front of the room where they have a clear view and limited noise distractions? Are materials and tools out of the reach of children at their seats? Are children who are easily distracted seated close to the teacher and away from distractions.

Source: CAEC