Perceptions of Stakeholders on Essential Requirements for Multi-Tiered Systems of Support (MTSS) in Schools with Learning Disabilities Programs: A Qualitative Study
DOI:
https://doi.org/10.35696/arts.v12i3.2092Keywords:
Requirements, Multi-Tiered Systems of Support (MTSS), Learning Disabilities, Inclusive SchoolsAbstract
This study aimed to uncover the perceptions of stakeholders and experts in the field regarding the essential requirements for multi-tiered systems of support (MTSS) in elementary schools with learning disabilities programs, highlighting proposed solutions to provide these requirements. For the study purposes, a qualitative interpretive approach was employed. Semi-structured interviews were conducted with eight participants from various disciplines and academic backgrounds. The study key qualitative results revealed three primary themes representing the fundamental requirements for developing MTSS: The first theme was.assessment requirements comprising comprehensive screening tools, progress monitoring, benchmark standards, data-driven decision-making, a technical database, and a system of sequential intervention levels. The second one was professional development requirements, which encompassed professional development significance, methods of professional development, training needs, mandatory professional development, and evidence-based practices. The third theme was material requirements, which included classroom environment and financial budget.
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