Date of Award

5-2026

Degree Type

Capstone

Degree Name

Doctor of Education (EdD)

Department

School Psychology

First Advisor

Pamela Fenning

Abstract

This capstone project explores how early childhood Multi-Tiered Systems of Support (MTSS) can be redesigned to honor neurodiversity and expand inclusive learning opportunities for preschoolers with disabilities at a large public school district’s Early Childhood Center. An analysis of the Early Childhood Center’s existing system reveals that the foundational MTSS structures are emerging; however, inconsistent practices at Tier 1, fragmented data and teaming structures, and gaps in educator preparedness present barriers to implementation and students’ access to inclusive learning environments. A review of the literature outlines the essential components of early childhood MTSS and the importance of integrating neurodiversity-affirming practices across all tiers of support to proactively address the barriers present at the Early Childhood Center. Additionally, the research consistently indicates the importance of professional learning focused on building educators’ capacity for evidence-based inclusive practices to improve accessibility, engagement, and belonging. To address the problem of practice at the Early Childhood Center, an implementation science framework is used to outline a four-stage plan for change that is focused on establishing robust early childhood MTSS infrastructure, providing professional learning on neurodiversity-affirming practices, and processes for continuous improvement and sustainability. Expected outcomes include improved implementation of MTSS, improved data-based decision making, and increased access to inclusive learning environments for preschoolers with disabilities.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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