Response to intervention (RtI) has created a need to shift from the excluded special education model to a more inclusive model creating a need for increased communication and collaboration when students are exposed to instruction in multiple settings. The basic qualitative research design was used to explore the types and level of communication and collaboration that exists among educators who work with at-risk students through the RtI model in a single South Carolina school district. The study included six teachers and six interventionists, who participated in focus group discussions, classroom observations, and individual personal interviews, and four administrators who participated in individual interviews. The findings of this study indicated, for the most part, that educators held positive attitudes in their role within the organization and his or her ability to communicate and collaborate to effectively provide sound instruction for struggling learners. All participants were aware that the need for collaboration and the need to share information were everyone’s responsibility and a necessary part of supporting each student. The findings suggest that administrators felt structures were in place for communication and collaboration to exist among educators, however no suggestion of a common planning time within the daily schedule nor examples from teachers or interventionists in true collaborative roles were evident. Moreover, interventionists were best able to describe examples of true collaborative efforts they had initiated with teachers to coordinate skills or concepts they were teaching in their classrooms. The findings show, the interventionists hope for a change in the current policy in most schools, which excludes the interventionists from data team meetings and RtI meetings where next steps in the child’s education plan are formulated and decided.
|Commitee:||Gibson, Adrienne, Jazzar, Michael|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Elementary education, Special education|
|Keywords:||Intervention, Interventionist, Response to intervention, Teacher, Teacher collaboration, Teacher communication|
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