Special education is no longer limited to schools that address specific disabilities. Increasingly mainstream classrooms must accommodate a wide range of abilities and include children with disabilities, thus providing special education (Heward cited in Pearson Prentice Hall, 2010). When providing for all children in a class, teachers must also intervene if necessary. The intervention according to Heward (cited on Education.com, 2011) aims to reduce, eliminate and/or limit obstacles faced by students with disabilities that may prevent them from maximizing their learning and becoming productive members of society. This essay will discuss how teachers can provide all three types of intervention; preventive, reparative and compensatory by individual students who may request it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each and the potential problems associated with them. The first step for teachers in providing quality education is to include all students and offer preventative intervention where needed. Early identification and intervention for learning disabilities are most effective (NSW Public Schools, 2011; Rose, 2009). This requires the teacher to be attentive and informed about students' needs and potential problems and/or disabilities (Marsh, 2008). Preventive intervention strategies are more likely to be used by experienced teachers because their previous experiences can help them predict potential problem areas or recognize student indicators they have seen previously. The concept behind preventative intervention is to reduce or limit new/minor problems that may...... middle of paper ......oolsweb/studentsupport/programs/lrngdificulties/principles.docPearson, Prentice Hall . (2010). Exceptional children, an introduction to special education. Retrieved from http://wps.prenhall.com/chet_heward_specialstu_7/5/1510/386772.cw/index.htmlReading Recovery. (2011). Retrieved from http://www.curriculumsupport.education.nsw.gov.au/earlyyears/reading_recovery/index.htmReynolds, M., Wheldall, K., & Madelaine, A. (2007). Developing a reading ramp for at-risk first-grade students: A preliminary pilot study. Special Education Perspectives, 16(1), 39-69. Retrieved from http://search.informit.com.au.simsrad.net.ocs.mq.edu.au/fullText;dn=162459;res=AEIPTRose, J. (2009). Identify and teach children and young people with dyslexia and literacy difficulties. Retrieved from http://www.education.gov.uk/publications//eOrderingDownload/00659-2009DOM-EN.pdf