ABSTRACT
The aim of learning intervention is to provide optimum opportunities for learning that respond to students’ identified learning needs. It is possible to learn one thing in many different activities, and responsive teachers strategically organise learning opportunities so that this can happen, based on what they know about student interests, their capabilities for learning, responsiveness to teaching and also the place of learning intervention in a student’s learning journey. In the context of effective intervention for inclusive education ‘opportunities to learn’ has been framed as a meta-strategy that pulls together a range of behaviourist, cognitive and social evidence-based strategies (Mitchell, 2014, p.325).
