Multi-Tiered System of Support (MTSS) is among the most significant modern practices that have demonstrated effectiveness in several countries where it has been implemented. These countries' legislations mandate the educational system to adopt MTSS to achieve integration and support inclusive education for all students, particularly those with Specific Learning Disabilities (SLD). However, there is a noticeable scarcity of research on the importance and applications of MTSS in Arab countries. Therefore, the current study aimed to review the literature and define the Multi-Tiered System of Support and its applications, emphasizing its importance, components, and implementation. The study highlighted the significance of early detection, academic, and behavioral intervention within the MTSS framework, as well as the crucial role of the work team in its activation. Finally, the study provided insights for educational policymakers and teachers for the effective implementation of MTSS in general education schools in Saudi Arabia.
ALSulaiman, Maha Abdullah. (2023). The Role of the Multi-Tiered Support System in Supporting Students with Learning Disabilities in An Inclusive Environment in Saudi Arabia. مجلة کلية التربية فى العلوم النفسية, 47(4), 15-49. doi: 10.21608/jfeps.2023.340513
MLA
Maha Abdullah ALSulaiman. "The Role of the Multi-Tiered Support System in Supporting Students with Learning Disabilities in An Inclusive Environment in Saudi Arabia". مجلة کلية التربية فى العلوم النفسية, 47, 4, 2023, 15-49. doi: 10.21608/jfeps.2023.340513
HARVARD
ALSulaiman, Maha Abdullah. (2023). 'The Role of the Multi-Tiered Support System in Supporting Students with Learning Disabilities in An Inclusive Environment in Saudi Arabia', مجلة کلية التربية فى العلوم النفسية, 47(4), pp. 15-49. doi: 10.21608/jfeps.2023.340513
VANCOUVER
ALSulaiman, Maha Abdullah. The Role of the Multi-Tiered Support System in Supporting Students with Learning Disabilities in An Inclusive Environment in Saudi Arabia. مجلة کلية التربية فى العلوم النفسية, 2023; 47(4): 15-49. doi: 10.21608/jfeps.2023.340513
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