Inclusive education, defined as “full inclusion,” has generated controversy for nearly three decades with special education placement at the heart of the debate. Whole-school application of Multi-Tiered System of Support (MTSS) offers a reframing of the problem with potential for social and academic gains for all students, including those with extensive needs for extraordinary supports and services. In this paper, we review history and contemporary definitions of MTSS; the emerging evidence base in support of its efficacy for improved student level outcomes; and a comprehensive, sustainability and scale-up system of MTSS called SWIFT (Schoolwide Integrated Framework for Transformation). Some preliminary impact results from a four-year project to provide technical assistance to five states, 17 school districts, and 64 schools installing the SWIFT system are presented.

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