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ERIC Number: ED556694
Record Type: Non-Journal
Publication Date: 2013
Pages: 104
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-6389-2
ISSN: N/A
Special Education Leadership and the Implementation of Response to Intervention
Cooley, Derek Ryan
ProQuest LLC, Ed.D. Dissertation, Western Michigan University
Response to Intervention (RTI) is a process by which schools identify students with disabilities using research-based interventions. As schools across the United States struggle to redefine district structures and processes required for RTI, special education administrators have become primarily responsible for implementation. Research describing special education administrators' perceptions about the implementation of RTI is limited, however. Framing RTI as an educational change initiative, this study uses survey methods to determine special education administrators' 1) perceptions of leadership and change, 2) the extent to which they determine a structured plan to implement RTI as important, and 3) how frequently they encountered challenges during implementation. This study also seeks to determine if there is a relationship between these three variables. Findings from this study develop in three themes. First, special education administrators acknowledge the importance of staff relationships, creating learning communities to support personnel development among staff, the urgency for staff to implement RTI, and that success of such initiatives is measured in small increments. Second, special education administrators indicate that district evaluation plans, data collection systems, and reviewing the performance level of all students at all tiers within RTI are essential components for effective implementation. Third, special education administrators identify a number of challenges, which include staff implementing RTI practices with fidelity, co-teaching in general education settings, and staff using policies and/or procedures to implement RTI. While there was no relationship between special education administrators' perceptions of leadership, change, and the frequency in which they encountered challenges during implementation, special education administrators were more likely to indicate the importance of RTI implementation plans as they agreed with concepts related to leadership and 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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A