다층지원체계(MTSS)와 학생맞춤통합지원체계의 접목: G초등학교의 실행 사례와 시사점 = Integrating MTSS and the Student-Centered Integrated Support System: A Case Study of Implementation in G Elementary School

다국어 초록 (Multilingual Abstract)

This study analyzes the case of an elementary school that integrated PBS(Positive Behavior Support) into the operation of the Student-Centered IntegratedSupport System by adopting elements of MTSS (Multi-Tiered System ofSupports) during the pilot phase following the enactment of theStudent-Centered Integrated Support Act. The research explored four stages—implementation background, structural formation, implementation process, andchange—based on interview data. The findings show that, despite unstablestaffing and institutional foundations, the school implemented a three-tieredsupport model consisting of universal prevention (Tier 1), targeted groupinterventions (Tier 2), and intensive individualized support (Tier 3), underpinnedby a culture of collaboration. This process reduced teachers’ burdens andfostered a cooperative support culture at both classroom and school levels. Atthe same time, limitations such as the lack of data-driven practices, theseparation between special and general education, and dependence on temporaryfunding were identified. This study highlights the potential and policyimplications of developing a Korean MTSS model by linking it with theemerging Student-Centered Integrated Support System.