The Level of Teachers' Readiness to Implement the Multi-Tiered System of Support in Inclusive Schools

Abstract

The aim of the study was to identify the extent of teachers’ readiness to implement the multi-tiered system of support in inclusive schools in Riyadh, and its relationship to gender, majors, years of teaching experience, and training workshops, and to identify whether the study variables can predict teachers’ readiness to implement multi-tiered system of support. A descriptive approach was used, and the researchers developed a survey which was distributed to a sample consisting of 167 male and female teachers. The results of the study indicated that most of the teachers were highly prepared to implement the multi-tiered system of support and that there were no statistically significant differences attributed to the study variables of gender, majors, and years of teaching experience. However, there were statistically significant differences among participants who had attended more than three training workshops. The results indicated the possibility of predicting the level of teachers’ readiness to implement the multi-tiered system of support in inclusive schools through the number of training programs they had taken, whereas it found that the variables of gender, majors, and years of teaching experience did not predict or explain the variation in the level of teachers' readiness. Keywords: Multi-tiered system of support, response to intervention, positive behavior support, inclusive education, teachers of students with disabilities.