Encyclopedia:
From Scholars for Scholars

A core feature of a multi-tiered system of supports (MTSS) is configuring instruction to match each student’s needs. For students who demonstrate academic achievement deficits and need supplemental remedial instruction, it must be coordinated among all scheduled activities, evidence-based, and individualized. Each of these matters results in challenges that must be addressed for the promise of an MTSS to be realized. One resolution involves systematic instruction during brief lessons (10 min or less). This instruction is time-sensitive, evidence-based, and can be properly configured for each tier and various students’ needs.

In our contemporary societies, structured by unequal social relations of production, experiential knowledge remains in the shadow of expert or academic knowledge that provides legitimacy to any action that claims kinship. In the first part, this entry examines changes in the social theory of disability, characterized by the development of critical disability studies. The second part discusses forms of action in the disability field, specifically experiential knowledge, peer support, and their relationship to expert knowledge. Drawing upon a review of the literature, a synthesis of the evidence on the articulation of these three notions is produced. The results will illustrate the respective place and role of the different forms of knowledge derived from critical disability studies in the development of actions concerning disabilities. The information collected will make it possible to identify the links between these forms of knowledge and how they improve the ability of people with disabilities to obtain full citizenship.