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| Published: December 31, 2020

Effective inclusion of multitier support system framework for college and career readiness

Mithun D’Souza

Assistant Professor, PESIAMS, Shivamogga, Karnataka, India Google Scholar More about the auther

, Prashanth Kumar R.

Assistant Professor, PESIAMS, Shivamogga, Karnataka, India Google Scholar More about the auther

, Savita Fernandes

Teaching Faculty, PESPS, Shivamogga, Karnataka, India Google Scholar More about the auther

DIP: 18.01.178/20200804

DOI: 10.25215/0804.178

ABSTRACT

Effective Decision making, critical thinking and problem-solving abilities can be developed in young students at secondary school level as well as at the college level. MTSS approach creates a platform for students to easily access and cultivates college and career readiness through various tiers of interventions in response to individual student needs. The reformation for development in secondary schools can be provided by raising an attempt to improvise current practices of college and career readiness (CCR). A proof-based school wide intervention like Positive Behavioral Interventions and Supports (PBIS) and Response to Interventions (RTI)—were developed to primarily target on elementary systems and then transformed to secondary schools. Here, we provide an overview of a recently established CCR framework emphasizing both academic and nonacademic factors essential for student’s growth and career development. The existing interventions and strategies along with data-informed efforts included in a multitier system of support (MTSS) can be utilized with CCR approaches within secondary schools. Improved college outcomes of all students, including those with disabilities can be achieved by embedding CCR within established MTSS approaches. In this study, a framework comprising college and career readiness for secondary students with disabilities is highlighted based on a synthesis of extant research articulating student success.

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Mithun D’Souza @ mithundsouza@pestrust.edu.in

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Article Overview

ISSN 2348-5396

ISSN 2349-3429

18.01.178/20200804

10.25215/0804.178

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Published in   Volume 08, Issue 4, October-December, 2020