Jeremy Ford, associate professor in teaching, learning and community engagement, and Julia Gorman, associate director for the Educational Access Center and doctoral candidate in the College of Education, published research on Mar. 10 in the Journal of Postsecondary Education and Disability proposing an adaptation of the Multi-Tiered Systems of Support framework for higher education.
The topic is important as it addresses how colleges can better serve students with disabilities by matching their needs to appropriate campus resources. The proposed approach aims to improve access, retention, and outcomes for these students.
The Multi-Tiered Systems of Support model includes universal supports for all students (tier I), targeted interventions for those needing additional help (tier II), and intensive individualized services (tier III). Ford and Gorman used three university case studies to show how this framework could be applied to meet the needs of students with intellectual disabilities.
Ford and Gorman said that intentional integration of this multi-tiered framework into higher education could lead to better results for students with disabilities. Their research highlights a potential path forward for institutions seeking more effective ways to support diverse learners.
As colleges continue to look for strategies that promote inclusion, this research may influence future policies and practices aimed at supporting all students.
