Interaction – Based Intervention Programs in Multiple Disabilities
Andrea Hathazi

Abstract
Competences of practitioners working with children with multiple disabilities refer mainly to assessment, curriculum planning and intervention, but these are specifically related to the learning process and the needs of the child in development. Since the child- centered approach is a key factor in the success of intervention, more and more theoreticians and practitioners take into consideration the interaction approach so that the teachers become more reflective on their own behavior, language and prompts and also what they determine in a child’s behavior, motivation and communication. The present paper focuses on the modalities in which practitioners become aware of the consequences of their own abilities in intervention and they implement the most adequate strategy and method for that specific context, time and child’s needs. The intervention should be dynamic, managed by both partners involved, observing each other’s participation, paying attention to emotional state and well- being.

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