Response to intervention (RTI) is an intervention framework introduced in the 2004 Individuals with Disability Educational Improvement Act (IDEIA), in conjunction with No Child Left Behind (NCLB). Even though RTI is mentioned in this legislation, at this time it is encouraged but not mandated (Pierangelo & Giuliani, 2008). Although many of the components of this framework have been a part of the education process, there is little research indicating this new initiative is effective (Wright, 2007). Little qualitative research exists in this area and even less in the area of pre-service preparation for teachers in RTI (Danielson, Doolittle, & Bradley, 2007).
The major focus of this qualitative study was teacher perception of training and professional development received prior to implementing RTI. Three research questions were addressed. First, what are teacher perceptions about how they are prepared to understand and implement RTI before it officially begins in a school? Second, what types of training or professional development are provided prior to beginning the process and for how long? Third, do teachers perceive this training to provide sufficient information and support to begin the process? The targeted population was general education teachers, 10 of whom piloted the RTI framework in their buildings. The structured interviews were transcribed verbatim. Through an extensive analysis of the data, codes and themes became apparent.
The data provided by the research participants indicated that the majority of teachers felt positive about the training they had received; however they felt they had not received enough training. The major focus of the training for many of the participants was the use of DIEBELS testing. Other themes emerged regarding leadership, special education involvement, general education responsibilities, and beliefs in RTI. Recommendations include a framework for the implementations of RTI.
|School:||The University of Toledo|
|School Location:||United States -- Ohio|
|Source:||DAI-A 70/11, Dissertation Abstracts International|
|Subjects:||School administration, Elementary education, Special education|
|Keywords:||Assessment and intervention model, Interventions, Professional development, Professional development for RTI, Progress monitoring, RTI, Response to intervention|
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