A Review and Synthesis of the Response to Intervention (RtI) Literature: Teachers Implementations and Perceptions

Adhwaa Alahmari

doi:10.7176/jep/10-15-02

Abstract

This paper briefly reviews the Response to Intervention (RtI) framework. It explains 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. Keywords: high quality instruction, learning disability, discrepancy model, identification. DOI : 10.7176/JEP/10-15-02 Publication date :May 31 st 2019

Highlights

Response to Intervention (RtI) has been an important subject for research in special and general education disciplines (Fuchs & Deshler, 2007)
The effectiveness of RtI implementation is related to the quality and consistency of instruction students receive at each tier because continuous progress monitoring through each tier informs instructional delivery, which can be altered as needed (Brown-Chidsey & Steege, 2005)
Implementing RtI effectively requires a shift in how school administrators and teachers collaborate with each other to support the RtI process, especially when it comes to the collaboration between special and general education teachers (Richards et al, 2007)

Summary

Introduction

Response to Intervention (RtI) has been an important subject for research in special and general education disciplines (Fuchs & Deshler, 2007). Based on RtI model, students should receive effective instruction with progress monitoring before being referred for special education services (Fuchs, Fuchs, & Speece, 2002) School district encouraged by IDEIA (2004) to use 15% of special education fund to provide early intervention support through the implementation of school –wide academic and behavior assessment (Fuchs & Fuchs, 2006). RtI advocate groups believe that RtI is an effective tool for making special education referral decisions based on scientific data, problem solving, and progress monitoring through tiers of intervention (Bradley et al, 2005).

Results

Conclusion