Barriers and Benefits to Response to Intervention: Perceptions of Special Education Teachers

Werts, Margaret Gessler; Carpenter, Ellen; Fewell, Caitlin

doi:10.1177/875687051403300202

Cited by 23 publications

(30 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One study on the barriers and beneits of RTI sought feedback from special education teachers about the beneits that students experience from RTI [13]. A majority of responses from the surveyed teachers showed that students were receiving beter instruction that more quickly identiied and addressed problems so that students did not fall further behind waiting for necessary assistance.…”

Section: Student Beneitsmentioning

confidence: 99%

“…Other responses indicated that teachers found the RTI process to help correctly identify students with learning disabilities during the special education referral process so that students without special needs are not improperly shuled into special education programs. However, the study noted that many teachers found the beneits of RTI to extend beyond special education programming, for teachers noted that the one-to-one intervention strategies of RTI assisted students across the learning spectrum [13].…”

Section: Student Beneitsmentioning

confidence: 99%

“…RTI has also been found to lead to other beneits for schools and teachers, including better data collection on student growth and achievement [13]. Furthermore, teachers have disclosed that the individualized nature of RTI has helped general education teachers and educational teams more precisely and accurately identify individual skill areas or behaviors in which a student is struggling.…”

Section: Beneits To Schools and Teachersmentioning

confidence: 99%

“…Furthermore, teachers have disclosed that the individualized nature of RTI has helped general education teachers and educational teams more precisely and accurately identify individual skill areas or behaviors in which a student is struggling. Finally, many educators have noted that RTI has increased collaboration between teachers and parents [13].…”

Section: Beneits To Schools and Teachersmentioning

confidence: 99%

See 3 more Smart Citations

Specific Learning Disabilities: Response to Intervention

Heinemann¹,

Bolanos²,

Griffin³

2017

Learning Disabilities - An International Perspective

View full text Add to dashboard Cite

The content included in the current chapter centers around the screening and identiication of students who experience learning challenges in an educational seting in the United States of America. The speciic learning challenges discussed will focus on students who may have a speciic learning disability (SLD). Legislation that brought about concepts such as response to intervention (RTI) is discussed in detail. The various levels of intensity of interventions, or tiers, provided to students are explained by more than one discipline. The new regulations guiding access to special education services are based on the identiication, intervention, and close monitoring of student progress. The overarching goal of RTI is to provide support to students who may be experiencing dificulty, before they experience failure by falling too far behind their peers.

show abstract

Section: Student Beneitsmentioning

confidence: 99%

Section: Student Beneitsmentioning

confidence: 99%

Section: Beneits To Schools and Teachersmentioning

confidence: 99%

Section: Beneits To Schools and Teachersmentioning

confidence: 99%

See 2 more Smart Citations

Specific Learning Disabilities: Response to Intervention

Heinemann¹,

Bolanos²,

Griffin³

2017

Learning Disabilities - An International Perspective

View full text Add to dashboard Cite

show abstract

“…This information was instrumental because it allowed the district of this research to understand how to support the educators involved in the RTI/MTSS implementation. As with any change or initiative, problems occur in many areas including, but not limited to, fidelity of implementation, acceptance of the policy or legislature, and teacher buy in (Werts, Carpenter & Fewell, 2014). Change initiatives such as the development of identification and early intervention require the understanding of the perceived needs of educators who must implement the process (Fixen, Blasé, Metz & Van Dyke, 2013).…”

Section: Discussionmentioning

confidence: 99%

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

Maniglia¹

View full text Add to dashboard Cite

In this qualitative case study the researcher examined educators' perceptions of an RTI/MTSS model of instruction and how staff perceptions relate to fidelity of implementation. The purpose of this research was to investigate educators' understanding of the critical components necessary to support implementation of RTI/MTSS framework. The overarching research question guiding this study was: How do grade two team members, support staff and the building administrator in one Massachusetts elementary school perceive the process, structures, fidelity of implementation and impact of an RTI/MTSS model? Sub-questions illuminated factors that facilitated or hindered the implementation process of an RTI/MTSS model. Data was gathered from student assessments, individual interviews, self-report surveys and a focus group discussion.Participants in this study include three grade two teachers, a special educator, a psychologist, a literacy coach and the building administrator. Vygotsky's sociocultural theory, which focuses on socially mediated activities to support learning and development, provided a lens through which to examine the circumstances of the study and inform the findings. Study findings revealed educators understood and embraced RTI/MTSS as a general education initiative that allowed educators to personalize instruction and reduce the number of special education referrals. Results indicated that multiple tiers, assessment, data informed decision making, collaboration, and shared accountability contribute to successful implementation of the RTI/MTSS model. Lack of resources, inadequate planning time, unscheduled additional tiers of instruction, and insufficient trainings challenge implementation. These findings have implications for educational practice and will inform key district stakeholders with the information and data necessary to sustain the RTI/MTSS framework.

show abstract

Developing a Multi-Tiered System of Support-Based Plan for Bullying Prevention Among Students with Disabilities: Perspectives from General and Special Education Teachers During Professional Development

Robinson¹,

Clements²,

Drescher³

et al. 2023

School Mental Health

View full text Add to dashboard Cite

Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is lacking. To address this gap, this study presents an analysis of qualitative data collected from general and special education teachers ( n = 33) participating in an online professional development training using Multi-Tiered System of Supports (MTSS) to prevent bullying among students with disabilities. Braun and Clarke’s six-step process was used to identify key themes and exemplar quotes from qualitative reflections collected as knowledge check responses embedded within two training modules. Three themes were identified and examined based on MTSS tiers: (1) teacher perceptions of SWD and their inclusion in a MTSS-based bullying prevention plan; (2) identifying key stakeholders for preventing bullying within a MTSS-based bullying prevention plan; and (3) potential challenges and solutions of implementing a MTSS-based bullying prevention plan within the individual, classroom, and school contexts. Findings highlight the need to educate teachers on how to use MTSS, especially for bullying prevention and interventions that are inclusive of SWD. Implications from this work extend to all students including those with mental health considerations, regardless of disability status. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-023-09589-8.

show abstract

Barriers and Benefits to Response to Intervention: Perceptions of Special Education Teachers

Cited by 23 publications

References 49 publications

Specific Learning Disabilities: Response to Intervention

Specific Learning Disabilities: Response to Intervention

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

Developing a Multi-Tiered System of Support-Based Plan for Bullying Prevention Among Students with Disabilities: Perspectives from General and Special Education Teachers During Professional Development

Contact Info

Product

Resources

About