The Level of Teachers' Readiness to Implement the Multi-Tiered System of Support in Inclusive Schools

The aim of the study was to identify extent teachers’ readiness implement multi-tiered system support in inclusive schools Riyadh, and its relationship gender, majors, years teaching experience, training workshops, whether variables can predict support. A descriptive approach used, researchers developed a survey which distributed sample consisting 167 male female teachers. results indicated that most teachers were highly prepared there no statistically significant differences attributed experience. However, among participants who had attended more than three workshops. possibility predicting level through number programs they taken, whereas it found experience did not or explain variation teachers' readiness. Keywords: Multi-tiered support, response intervention, positive behavior education, students with disabilities.