Interventions for children

This week we talked about the variety of needs that many children face in the education system that we may see in our classrooms that are not disabilities. Some specifically that we talked about were: Attention deficit hyperactivity disorder (ADHD), students that are gifted and talented, culturally diverse background students, students at risk and more.
Something new I learned this week was about ADHD. I didn't know that there was a variety of types and so many methods of intervention for these students. There is first the predominately inattentive type, where children have a hard time listening or following rules. Next there is the predominately hyperactive-impulsive type where they have a hard time sitting still or concentrating. The third type is a combination of both of the types.
I also learned about the interventions that are available such as: environmental supports, academic interventions, behavior interventions, parent education and medication.
For student who are gifted and talented there is interventions available such as: curriculum compacting, acceleration, enrichment, differentiation, and specialized intervention.
The section of students I was most interested in was the students that were classified as at risk. Their interventions, I thought, were something that was really good and actually something I could actually see myself using. The interventions for these students are setting a high but realistic expectations, establishing peers as teaching partners, collaborate with other professionals when needed for extra help,and make sure to get support from family and community involvement.
Overall I thought this week was a very good week for learning more about what we can do as future professionals in our future classrooms. For our case study this week one thing that really stuck out to me is to give children the success for social skills. For many children that struggle in school this could be the most beneficial gift that you can give them as a teacher. The teacher in our case study really emphasized this in her class and I believe that this was for her students to start to develop those relationships. I also believe that when a child feel safe at school and develops a sense of belonging, that is when we will see the best learning and development occur. I hope that all teachers can keep this in mind as they set the tone for their classrooms. A sense of belonging and safeness might just be a universal intervention for all students.