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A Schoolwide Model for Service Delivery: Redefining Special Educators as Interventionists

University of Connecticut, Storrs

^* To whom correspondence should be addressed. E-mail: sfshaw{at}uconn.edu.

	Abstract

General and special education are confronting tremendous change resulting from legal mandates related to closing the achievement gap under No Child Left Behind and a focus on early intervention and prevention in the Individuals With Disabilities Education Act, 2004. As a result, schoolwide intervention approaches are under rapid development, evaluation, and implementation across the country. Based on these approaches, the authors present a conceptual model for redefining special educators as interventionists who focus on the adoption and use of evidence-based, schoolwide academic and behavioral interventions. Examples of the roles and responsibilities for interventionists within the schoolwide model are provided.

First published on November 20, 2008
Remedial and Special Education 2008, doi:10.1177/0741932508324396


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