ABSTRACT
The interventions described in Part II of this text directly respond to students’ own reflections on what worked well for them in school, based on this book’s research. These interventions represent archetypal activities for use with these learners in differing subject areas and levels of learning. Students not only identified these strategies as the most effective, but also credited them, in some instances, with their success throughout their years of schooling. Interventions can be very effective for these students, as their stories have attested, but without established structures to support them, many students flounder. The next section discusses in depth the need for advocacy and collaboration, as well as suggestions for how professionals can put in place meaningful support systems for these special needs students.
