Assessing the Impact of Early Intervention Programs on Students with Special Educational Needs (LSENs)

Abstract

This study investigates the impact of early intervention programs on learners with special educational needs (LSENs), grounded in Lev Vygotsky’s Sociocultural Theory, which highlights the role of social interactions and cultural context in cognitive development. The research examines how early interventions, aligned with frameworks like the Individuals with Disabilities Education Act (IDEA), affect LSENs' academic, social, and emotional growth. Recent studies on social development, language acquisition, play-based learning, and parent-teacher collaboration inform this investigation. The study employs a qualitative phenomenological design, gathering insights from 10 respondents through open-ended questions to explore their experiences with early intervention programs. The findings reveal that early interventions positively impact social interaction, communication, and independence. However, challenges such as limited verbal communication for students with severe impairments and the need for individualized strategies remain. It is suggested that the most effective interventions combine individualized instruction, structured routines, and play-based learning, though care must be taken to avoid over-reliance on structure. The study also identifies barriers to success, including limited resources, large class sizes, and insufficient teacher training. Overcoming these challenges requires increased resource allocation, ongoing professional development, and collaboration with community support. The study concludes that a balanced approach that addresses academic and socio-emotional needs is essential for the long-term success of LSENs. Recommendations include personalized assessments, reduced class sizes, leveraging community support, and continuous teacher development.