MULTILAYERED SUPPORT SYSTEM (MTSS) IN INCLUSIVE EDUCATION
The education system in this modern era is facing a major challenge in responding to the diversity of student characteristics. When I first learned more about the multi-tiered system of support (MTSS), I was very impressed with the strength of this system, which can change the way schools respond to the various characteristics of students. By viewingdifferences in learning styles as issues for each student, MTSS encourages teachers and school leaders to look at how teaching practices, environments, and systems can be changed to meet the needs of each student. I believe that this difference in perspective lies at the heart of inclusive education, where all students, regardless of their abilities orbackgrounds, are entitled to equal access, participation, and success.
MTSS is a form of work that operates on three levels of support, each representing a different level of intensity. The first level, commonly referred to as universal support, focuses on high-quality teaching practices that have been proven to benefit students in the classroom. De Bruin, Killingly, and Graham explain that when level 1 teaching is effective and accessible, the number of students requiring remedial teaching will decrease and require additional intervention because their needs are met through good teaching practices (de Bruin et al., 2024, p. 157). For me, after observing the idea that inclusion does not start with special programs, but with teaching that is planned and takes into account student diversity from the outset.
Level 2 provides targeted support for small groups of students who need more focused assistance, while level 3 provides in-depth support to individuals with specific needs. I find this approach meaningful because of its flexibility and because support is not static or based on student labels, but rather tailored to how the system responds to them. Whenteachers continually adjust their practices through MTSS, they help ensure that no student is left behind simply because the instruction was not designed to include them.
I also appreciate how MTSS aligns with the broader social and moral goals of inclusion. (Graham, 2020) emphasizes that inclusive education is not just about integrity or incorporating students into the structure to include everyone. In this case, MTTS serves as a bridge between policy idealism and classroom reality. This system helps schools to organize data, collaboration, and resources, so that inclusion becomes a shared responsibility, not just the burden of one teacher.
Personally, I see MTSS as a system that is more than just an instructional model; it represents a pattern of continuous improvement and collective accountability. MTSS encourages educators to see students as individuals who are capable of thriving when given the right support. By using MTSS, teachers can identify what is effective and build a culture of inclusion based on evidence and empathy. Ultimately, MTSS reminds me that inclusive education is not a fixed end goal but a continuous process of reflective learning and support for all.
By: Rina Kusumawardani 24010044118
