Implementing Evidence-Based Practices within Multi-Tiered Systems of Support to Promote Inclusive Secondary Classroom Settings

Implementing Evidence-Based Practices within Multi-Tiered Systems of Support to Promote Inclusive Secondary Classroom Settings

Research suggests that evidence-based practices (EBPs) implemented in secondary school settings will support the academic achievement of students with specific learning needs (Scruggs, Mastropieri, Berkeley, & Graetz, 2010). In order to effectively promote the use of EBPs in general education classroom settings, secondary schools are currently adopting multitiered systems of supports (MTSS) such as Positive Behavioral Interventions and Supports and Response to Intervention models (Fuchs & Fuchs, 2006; Sugai & Horner, 2006). However, secondary teachers' may have limited knowledge of EBPs and adequate training in the implementation of EBPs in general education classroom settings (Kutash, Duchnowski, & Lynn, 2009; Stormont, Reinke, & Herman, 2011). The purpose of this article is to describe the process of implementing EBPs within secondary MTSS models of inclusion.

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Mahoney, M. (2020). Implementing Evidence-Based Practices within Multi-Tiered Systems of Support to Promote Inclusive Secondary Classroom Settings. Journal of Special Education Apprenticeship, 9(1).