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Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners by Jennifer T. Mascolo, Vincent C. Alfonso, Dawn P. Flanagan

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ThreeHome–School Collaboration for Intervention Planning1

Michael J. Coutts

Susan M. Sheridan

Tara M. Sjuts

Tyler E. Smith

Of all that is known about children's learning and behavior, one fact is very clear: Opportunities to promote optimal educational experiences are evident across many settings. The most influential environments that predict and support learning are the home and school. Learning and development do not occur in a vacuum; that is, events a child experiences in one setting (e.g., at home) influence and are influenced by events in the other (e.g., the classroom). Given that adults in these complementary settings control the events and conditions experienced by children, it follows that cooperation and coordination (in fact, collaboration) between settings and the adults populating and driving them is a reasonable goal.

What is Collaboration?

Collaboration is defined as the act of working together or cooperating with others toward a common goal or set of goals. Identified goals within the educational context are those associated with learning and development, and the primary players charged with supporting these goals are teachers and parents, in the school and home settings, respectively. As an extension, home–school collaboration is defined as “a reciprocal, dynamic process that occurs among systems. . .and/or individuals. . .who share in decision making toward common goals and solutions related to students (Cowan, Swearer Napolitano, & Sheridan, 2004, p. 201). ...

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