Effective early intervention strategies for supporting children with special educational needs: a case study

Early intervention strategies provide a milestone of achievement in preparing children with special educational needs for formal education in mainstream classes. This study aims to explore effective early intervention strategies teachers use to support children with special educational needs. The study used a qualitative approach, and its paradigmatic position was interpretive. The study was conducted as a case study of an early intervention center in the United Arab Emirates. Nine teachers from the center were purposively selected to participate in semi-structured interviews. Data was analyzed using thematic analysis, where three interconnected themes emerged. Results show that tailoring instruction following the diverse learning needs of children with special needs is critical towards effective children’s learning, and differentiation of instruction is achievable through collaboration with families. It is concluded that tailoring instruction is the cornerstone for a successful inclusive pedagogical approach suitable for early intervention.