Response to Intervention: Perspectives of General and Special Education Professionals

Federal legislation allows local education agencies to 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 to intervention (RTI). Despite increased...

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Bibliographic Details
Published in:Journal of school leadership 2014-03, Vol.24 (2), p.230-252
Main Authors: Bineham, Susan C, Shelby, Liz, Pazey, Barbara L, Yates, James R
Format: Article
Language:English
Subjects:
Administrator Attitudes
African American Students
Disability Identification
Disproportionate Representation
Education and state
Educational Practices
Educational programs
Elementary Education
Employee Attitudes
English Language Learners
Guidelines
High Schools
Learning Disabilities
Management
Minority Group Students
Misconceptions
Participant Characteristics
Political aspects
Professional Development
Program Descriptions
Program Implementation
Referral
Regular and Special Education Relationship
Response to Intervention
School Surveys
Special Education
Teacher Attitudes
Theory Practice Relationship
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Summary:Federal legislation allows local education agencies to 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 to intervention (RTI). Despite increased literature addressing RTI, 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 on 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 on RTI. Implications for school leadership are deduced from the data and highlight the need for preservice and continuing professional development concerning all aspects of RTI.
ISSN:1052-6846
DOI:10.1177/105268461402400201