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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