"Maybe It's What We've Been Doing?" Exploring MTSS (Multi-Tiered System of Supports) for Emergent Bilingual Students With Disabilities

• In Event: Building Equitable and Inclusive Education Practices

Abstract

This qualitative study investigated the interpretation and implementation of Multi-Tiered System of Supports (MTSS) as it related to emergent bilingual students with disabilities in one of the largest suburban school districts in Upstate New York. The purpose of this study was to explore the needs, experiences, beliefs, and practices (individual and collaborative) of teachers who support a growing population of emergent bilingual students with and without disabilities and their families in an increasingly diverse suburban community. The goal of this study is to inform best practices as well as new directions in research, policy, and educators’ continued and supportive professional learning at the crossroads inclusive special education and the education of emergent bilingual students.

Authors

• Chelsea Stinson, Binghamton University - SUNY

• Crystal Nuñez, SUNY - College at Cortland