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ERIC Number: ED550148
Record Type: Non-Journal
Publication Date: 2011
Pages: 170
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-1359-4
ISSN: N/A
The Effectiveness of the Response to Intervention Model in Identifying Students with Learning Disabilities According to General Education Teachers
Goetter, Kathleen
ProQuest LLC, Ed.D. Dissertation, Illinois State University
This study examined how general education teachers perceive the effectiveness of the Response to Intervention (RtI) approach to instruction in identifying students with learning disabilities early. The study also examined how these perceptions impact and influence general education teachers' ability to successfully implement RtI in the classroom. A two-phased qualitative methods approach was utilized. The first phase focused on the collection and analysis of survey information gained from 58 general education teachers who are currently teaching kindergarten through fourth grade in St. Clair County, Illinois. Analysis of the survey data found that a statistically significant percentage of teachers do not understand the purpose of RtI or how to implement the main components of RtI. The second phase of the study included semi-structured interviews with 11 general education teachers who had been teaching for at least one year and had some level of experience with RtI. Interview participants described the manners in which they were introduced to RtI and how this initially impacted their understanding of this approach. Participants also described their level of knowledge of the four main components of RtI, RtI's strengths and weaknesses, who the primary implementors of RtI are in their buildings, and the types of professional development they need to understand and implement RtI effectively. Responses from both survey and interview respondents ranged from positive to negative regarding how effective RtI is in identifying students with learning disabilities; however, most felt that RtI was "replacing" special education and that many students would not receive the services they needed to succeed. The findings of this study affirm that many general education teachers in St. Clair County believe that RtI holds great promise for addressing the needs of students with learning disabilities in the general education classroom; however, the data collected through an online survey and personal interviews indicate a need for more professional development and support to teachers to ensure successful implementation of RtI in their classrooms. [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 Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 2; Grade 3; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois