This case study surveyed administrators and teachers at a mid-sized, urban K–8 school about Response to Intervention (RTI). RTI is an alternative to the discrepancy model of identifying students with disabilities for special education services. Many studies show this model to be a viable alternative for identifying students in need of special education services. Many school districts and administrators are becoming aware of RTI and its benefits; however, RTI information may not be reaching general education teachers.
The purpose of this study was to examine the views and knowledge about RTI among teachers and administrators in the process of implementation of an RTI model. The presence of RTI components and six critical elements of implementation were examined. Findings from surveys, interviews and focus groups indicate that RTI components and critical elements were lacking. Participant comments indicate that an increase in leadership, training, communication and teacher buy-in may improve RTI implementation.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/04M, Masters Abstracts International|
|Subjects:||Special education, Literacy, Reading instruction|
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