Targeted Universalism and Tiered Systems of Adaptive Support: Centering Intervention on the Developmental Needs of Students With Exceptionalities

Thomas W. Farmer, David L. Lee, William J. Therrien

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

Abstract

In the past two decades, tiered systems of support have become an increasingly common framework for delivering interventions for all children and youth in general education settings regardless of whether they receive special education services. Although there are many strengths of tiered systems, some features of current approaches may limit their impact and relevance for students with exceptionalities. We discuss tiered systems through the lens of a dynamic, person-in-context perspective of youth development and consider how current models of service delivery may be reframed to center intervention and supports on the developmental needs of students with exceptionalities. We present targeted universalism and tiered systems of adaptive support as a model for delivering services that are responsive to individual students and the diverse ways that they may experience the classroom context. The focus of this model is to utilize data on students' daily functioning to foster individual adaptation on key developmental factors linked to important academic, behavioral, and social outcomes. Considerations for future research are also discussed.

Original languageEnglish (US)
Title of host publicationHandbook of Special Education Research, Volume I
Subtitle of host publicationTheory, Methods, and Developmental Processes
PublisherTaylor and Francis
Pages354-365
Number of pages12
ISBN (Electronic)9781000579826
ISBN (Print)9780367742676
DOIs
StatePublished - Jan 1 2022

All Science Journal Classification (ASJC) codes

  • General Social Sciences

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