NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1219496
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0827-3383
A Review and Synthesis of the Response to Intervention (RtI) Literature: Teachers' Implementations and Perceptions
Alahmari, Adhwaa
International Journal of Special Education, v33 n4 p894-909 2019
The researcher briefly reviewed the Response to Intervention (RtI) framework and explained how Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and No Child Left Behind (NCLB) enhanced RtI implementation in general education classrooms. The main focus of this paper is to identify general educators' roles when implementing RtI components such as evidence-based interventions and assessment. In addition, empirical studies that focused on general educators' perceptions of RtI reforms were presented. The reviewed of the RtI literature show the need for more research on the impact of professional development, general educators' perceptions and implementation of RtI.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001