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ERIC Number: ED541757
Record Type: Non-Journal
Publication Date: 2012
Pages: 202
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2673-4304-8
ISSN: N/A
General Education and Special Education Teachers' Beliefs and Perceptions of Skills for Response to Intervention (RTI)
Tubpun, Tida
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
Changes in the No Child Left Behind (NCLB) law and the Individuals with Disabilities Education Act (IDEA) have opened a door to a new outlook on educational services in both general education and special education. Response to Intervention (RTI) is an answer to the changes prescribed in that legislation. RTI is a promising framework for education reform that focuses on tier instructions and prevention of academic failure. The reform will also affect, for example, the way Learning Disabilities are identified, teachers responsibilities and roles in instructional services for students in general education and the melding of special education and general education resources in the provision of instruction at the universal level. However, the decision to implement RTI, like other education reforms, often comes from the top. Teachers' voices--their opinions--whether they want the reform or are ready for the changes--are rarely heard. This study aims to understand teachers' own perceptions of their skills related to implementing RTI and their beliefs about the potential efficacy of the RTI framework. The finding suggested that training may be the leading factor to foster teachers' belief in the RTI framework and their confidence to implement the change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001