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ERIC Number: EJ1004798
Record Type: Journal
Publication Date: 2012-May
Pages: 12
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0731-9487
Special Education Teachers' Perceptions and Instructional Practices in Response to Intervention Implementation
Swanson, Elizabeth; Solis, Michael; Ciullo, Stephen; McKenna, John W.
Learning Disability Quarterly, v35 n2 p115-126 May 2012
This study reports on the perceptions and instructional practices of Grades 3 through 5 special education teachers in a school district that implemented a multitiered response to intervention (RTI) framework for the previous 5 years. The authors used focus groups and interviews to examine special education teachers' perceptions of RTI. In addition, the authors observed the mathematics and reading instruction that these teachers provided. This study contributes to the literature by presenting a qualitative, in-depth description of special education teachers' perceptions related to RTI implementation at the upper elementary level. (Contains 5 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100013