Multi-Tiered System of Supports for Inclusive Schools

Batsche, George M.

doi:10.4324/9780203102930.ch14

Cited by 26 publications

(20 citation statements)

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“…The type of instruction that Ball and Forzani (2010) describe is especially important for students with disabilities and others who struggle to learn in inclusive classrooms, but it is not sufficient. For example, to effectively meet the needs of these students, whole-group instruction must not only be differentiated so that all students remain engaged and benefit, but it is also necessary to regroup students and provide small-group instruction that is intensive and explicit (Archer & Hughes, 2011; Batsche, 2014; McLeskey & Waldron, 2011) to accelerate learning related to critical content (e.g., reading skills). Special education teachers thus must learn to use specialised skills to meet the needs of students with disabilities that are not typically used in inclusive elementary and secondary classrooms (McLeskey & Brownell, 2015).…”

Section: Improving Teacher Education and Teacher Use Of Effective Practicesmentioning

confidence: 99%

“…These collaborative HLPs should be priorities for the development of both general and special education PSTs, as both groups need opportunities to plan, co-teach, and assess student learning in inclusive settings. Both general and special educators also need to learn to use collaborative skills to interpret data and inform decisions within a multi-tiered system of support in inclusive settings (Batsche, 2014). Brownell, Chard, Benedict, and Lignugaris-Kraft (in press) explain: General and special education teachers need to understand how to collect and analyze progress-monitoring data, and they must have the skills to enact explicit teaching or guided, interactive practice .…”

Section: Considerations For Teacher Preparationmentioning

confidence: 99%

“…Both general and special educators also need to learn to use collaborative skills to interpret data and inform decisions within a multi-tiered system of support in inclusive settings (Batsche, 2014). Brownell, Chard, Benedict, and Lignugaris-Kraft (in press) explain:…”

Section: Content and Contextual Considerationsmentioning

confidence: 99%

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Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

McLeskey

Billingsley

Ziegler³

2018

Australas. j. spec. incl. educ.

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Although researchers have developed evidence-based practices and identified other effective practices that show promise for improving outcomes for students with disabilities, these practices are all too frequently not used in inclusive classrooms. Some have posited that this research-to-practice gap may result because teachers lack confidence in these practices and do not find them feasible for use in their classrooms. More recently, researchers have begun to examine whether teacher education may contribute to this research-to-practice gap. We contend that teacher preparation is an important contributor to the research-to-practice gap, and discuss how teacher preparation might be changed to better prepare teachers to use effective practices in inclusive classrooms. Primary changes that are needed include identifying a set of high-leverage practices that serve as the core curriculum of teacher education and using a practice-based approach to systematically prepare future teachers to use these practices.

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Section: Improving Teacher Education and Teacher Use Of Effective Practicesmentioning

confidence: 99%

Section: Considerations For Teacher Preparationmentioning

confidence: 99%

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Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

McLeskey

Billingsley

Ziegler³

2018

Australas. j. spec. incl. educ.

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“…MTSS is an over-arching system of support that focuses not only on student improvement, but also the resources, structures, and practices that support implementation (Batsche, 2014). At the classroom level, a team is created and may include the classroom teacher, paraprofessionals, and sometimes special education teachers and administrators.…”

Section: Mtssmentioning

confidence: 99%

A Team Approach to Data-Driven Decision-Making Literacy Instruction in Preschool Classrooms

Abbott

Beecher

Petersen

et al. 2015

Young Exceptional Children

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“…What is needed is a reframing of the whole project of public education addressed to a broader question of how best to distribute and apply all available resources through matching evidence-based instructional practices to measured student need (i.e., MTSS). Batsche (2014) provided an excellent delineation of the parameters of MTSS as these are generally understood at present. He listed the critical elements as:…”

Section: Whole-school Inclusive Educational Arrangementsmentioning

confidence: 99%

Equity as a Basis for Inclusive Educational Systems Change

Sailor

2016

Australas. j. spec. educ.

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Inclusion of students with "disabilities" in public systems of general education has been a global initiative since the Salamanca Statement and Framework for Action by the UN General Assembly in 1994. Despite global and national policy efforts the practice has been sporadic and elusive. Framing education as categorical, specialized service delivery to discrete populations makes inclusion an unsolvable problem. The advent of multi-tiered systems of support (MTSS) coupled with universal design for learning (UDL) practices delivered in whole-school rather than classroom-based formats poses a pathway out of the conundrum by framing public education as a system of equitable distribution of resources such as services and supports based on measured and monitored need on the part of all students. Potentially supportive research literature is reviewed. Key Words: EQUITY; INCLUSION; MULTI-TIERED SYSTEM OF SUPPORT; SYSTEMS CHANGE, UNIVERSAL DESIGN FOR LEARNINGSWIFT Center produced the data for this paper under U.S. Department of Education, Office of Special Education Programs Grant No. H326Y120005. OSEP Project Officers Grace Zamora Durán and Tina Diamond served as the project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. EQUITY-BASED INCLUSIVE SYSTEMS CHANGE 1 Equity as a Basis for Inclusive Education Systems ChangeRittel and Webber (1973) wrote "The search for scientific bases for confronting problems of social policy is bound to fail, because of the nature of these problems. They are 'wicked' problems, whereas science has developed to deal with 'tame problems'" (p. 155). The social professions (e.g., education) have evolved as conduits for application of scientific knowledge from their respective disciplines (e.g., psychology). As such, they assume responsibility for planning functions and guidance in formulation of social policy. Yet the relationship of knowledge production (science) to applications (profession) breaks down in the face of wicked problems. A problem is wicked, in Rittel and Webber's terms, when its solution is bound up in its formulation and the context of the problem militates against its formulation. Within different professional groupings are people with different values, epistemological preferences, and so on, and solutions for social policy problems become caught up in the conflicts among them.Knowledge production proceeds apace in support of all solutions until one prevails. New solutions to old wicked problems may result in the overthrow of prevalent paradigms (Kuhn, 1970;Skrtic, 1993)."Inclusion" of students with "disabilities" in general education arrangements fits the definition of a wicked problem. The significance of this problem rests in the current values underpinning a large slice of international social policy in education, whic...

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Multi-Tiered System of Supports for Inclusive Schools

Cited by 26 publications

References 0 publications

Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

A Team Approach to Data-Driven Decision-Making Literacy Instruction in Preschool Classrooms

Equity as a Basis for Inclusive Educational Systems Change

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