Intervention in School and Clinic

 

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Intervention in School and Clinic, Vol. 40, No. 5, 284-290 (2005)
DOI: 10.1177/10534512050400050501

Schools Attuned

A Model for Collaborative Intervention

Ivor Weiner

Department of Special Education, Michael D. Eisner College of Education, California State University, Northridge, 18111 Nordhoff Street, Northridge, CA 91330-8265, ivor.weiner{at}csun.edu

Wendy W. Murawski

General education faculty involved in inclusive education efforts often lack the common vocabulary and basic skills needed to comfortably collaborate with their special education colleagues. This frequently leads to a "mine" versus "yours" mentality regarding students with special needs. Schools Attuned, a professional development and service delivery program, is described here as a potential model for collaborative intervention. Using Schools Attuned to perpetuate a three-tier model for support and intervention allows educators to come together with a shared vision, common principles and language, and additional skills. This article describes Schools Attuned, identifies its potential role in creating a collaborative atmosphere for inclusive education, and reviews its limitations and benefits.


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