Group Intervention Approaches

When a child or young person has a physical disability or specific medical need, they are likely to be taught in the classroom or in small groups. They may also follow more individual programmes designed by the physiotherapist, occupational therapist or speech therapist focused on their physical difficulties.

Group interventions designed to promote social interaction, waiting turns or being given time to think and plan within the group, would be considered appropriate. These are particularly useful if the child or young person has difficulties around processing or knowledge retention.

It must be remembered that the focus of such group interventions is to enable progress. Such interventions are regarded as most effective when:-

  • They are guided by careful analysis of the group's needs.

  • The interventions are adapted and combined to meet specific needs.

  • Progress of the pupils involved is carefully tracked

  • Staff involved have adequate training in the intervention.

  • The intervention is planned and implemented in a timely fashion, given adequate time for impact to materialise

Different interventions have different timescales, depending on the way that they are expected to work. Some interventions might take longer and involve complex processes, which do not provide a quick fix. It is important to be clear about the aims and timeframe set so that the outcomes can be judged appropriately.