ERIC Number: EJ1045480
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 44
Response to Intervention: Perspectives of General and Special Education Professionals
Bineham, Susan C.; Shelby, Liz; Pazey, Barbara L.; Yates, James R.
Journal of School Leadership, v24 n2 p230-252 Mar 2014
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.
Descriptors: Response to Intervention, Special Education, Regular and Special Education Relationship, Program Implementation, Educational Practices, Elementary Education, High Schools, Administrator Attitudes, Employee Attitudes, Teacher Attitudes, Guidelines, School Surveys, Disability Identification, Learning Disabilities, Referral, Disproportionate Representation, Minority Group Students, African American Students, English Language Learners, Participant Characteristics, Program Descriptions, Misconceptions, Professional Development, Theory Practice Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; High Schools; Secondary Education
Authoring Institution: N/A