Views of Special Education Faculty Members on the Multitiered Support System

Abstract

This study identifies the perceptions of faculty members in special education departments in Saudi universities regarding the application of a multitiered support system (MTSS) in inclusive education schools. The program’s obstacles are highlighted as well as the proposals necessary to overcome the challenges. In addition, the relationships of MTSS to the variables of gender, specialization, academic degree, and experience were examined. The research sample consisted of 139 faculty members of various academic ranks from five universities representing the main regions in the Kingdom of Saudi Arabia. A descriptive approach was used to achieve the study goals. Moreover, a questionnaire was employed to measure faculty members’ perceptions of teachers’ implementation of the MTSS system in inclusive education schools in the Kingdom of Saudi Arabia. The results show varied responses regarding the perceptions of faculty members about the possibility of implementing a multilevel support system according to the specialization of learning disabilities, hearing impairment, and intellectual disability. Findings also show differences in responses according to specialization in favor of higher positions. Variances in responses were recorded according to the gender of faculty members, in favor of males.