Universal Design for Learning within an Integrated Multitiered System of Support

Abstract

Comprehensive schoolwide initiatives like integrated multitiered systems of support (I–MTSS) and universal design for learning (UDL) present opportunities for large–scale impact on improving teacher instructional practices and, therefore, student outcomes. Specifically, implementing I–MTSS and UDL concurrently presents an opportunity to enhance and improve universal instruction for all students. This mixed–methods study explored current Tier 1 practices in elementary schools across the United States. Findings revealed that I–MTSS and UDL are perceived as being implemented concurrently. In addition, school personnel identified specific barriers to implementation.