Response to Intervention: Perspectives of General and Special Education Professionals

Abstract

Federal legislation allows looal education agencies tc use a student's response to scientific research-based interventions as a method of identifying specific learning disabilities. As a result, educational leadership is challenged to implement response tc intervention (RTI). Despite increased literature addressing RTl, no consensus on implementation has been reached. This national study was conducted to capture and report general education and special education professionals' perceptions and implementation practices of RTI. Study participants were randomly selected to include general and special education administrative, instructional, or support personnel en elementary and high school campuses. The wide variances, misunderstandings, and lack of training reported in this nationwide study could explain the mixed results of recent research en RTL Implications for school leadership are deduced from the data and highlight the need for preservice and continuing professional development concerning all aspects of RTI.

Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity

“…Although schools are increasingly integrating RTI and MTSS into their instructional delivery systems, the implementation has been highly variable across schools and states, and there are no clear data to document the frequency with which students with LD participate in supplemental general education interventions (Bineham, Shelby, Pazey, & Yates, 2014;Hudson & McKenzie, 2016). Shapiro (2014) recommended that special education services could be integrated across the various tiers of RTI and MTSS, as long as the instruction within the tier was matched to the student's instructional needs.…”

High School Teachers’ Sense-Making of Response to Intervention: A Critical Practice Analysis

“…This weak foundational understanding ultimately rendered meaningless the equity-focus of RtI designed to explicitly shift the focus from student test performance to analyzing and manipulating the learning environment, the curriculum being taught, and the instruction being delivered. Other studies have found teachers to be ill informed about RtI and identified the need for systematic ongoing training and professional development (Bineham, Shelby, Pazey, & Yates, 2014; Sanger et al, 2012; Sansosti, Goss, & Noltemeyer, 2011). The current study extends the findings to teachers working with CLD students in urban high schools.…”

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

“…Several survey studies provide further insight into the breakdown in RTI implementation practices. Bineham and colleagues (2014) surveyed 619 general and special education administrators nationally and found a notable discrepancy between knowing about RTI and knowing how to implement the tiered framework. Al Otaiba and colleagues (2019) surveyed 139 general and special education teachers to understand their knowledge of Tier 1 and preparedness to make data-based decisions.…”