Perceptions of special and general education teachers on the fidelity of implementation of reading multi-tiered systems of support for students in general education versus students in special education
Multi-Tiered Systems of Support (MTSS) for reading is intended to provide equitable access to evidence-based instruction and intervention. This mixed-methods study investigated teachers’ perceptions of fidelity of implementation (FOI) of reading MTSS for students with and without individualized education plans (IEPs). Guided by Lemire et al.’s (2022) four-component FOI framework, this study examined potential perceived differences in MTSS FOI for students with and without IEPs. Quantitative data were collected using an adapted Inclusive MTSS Implementation Scale (IMIS) administered to licensed K-6 general and special education teachers in Kansas. Descriptive statistics and mixed RM-ANOVA revealed statistically significant differences across FOI components, with teachers consistently perceiving higher FOI of MTSS for students without IEPs. These patterns were consistent across teacher roles, suggesting systemic FOI issues rather than varying perceptions depending on teacher role. Qualitative findings identified organizational and instructional factors contributing to differences in FOI. These factors included scheduling, staffing, access to materials, and fragmented decision-making. Qualitative and quantitative data were converged after individual analysis to form meta-inferences about teachers’ perceptions of FOI of MTSS. Findings suggest that special education placement may inadvertently reduce access to high-fidelity MTSS. This study contributes to implementation science by illustrating how organizational conditions influence fidelity within inclusive frameworks and highlights the need for leadership, policy and professional learning structures that support equitable FOI of MTSS.
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