Six Essential Instructional Roles to Implement Response to Intervention Models: Perceptions of Highly Qualified Special Educators

Abstract

Survey research was conducted to examine practitioners’ reported implementation of key instructional roles in response to intervention (RTI) models. A survey was administered to 65 practitioners who completed a nationally accredited degree program from 2004-2011, resulting in a Masters Degree in Special Education and a state teaching endorsement as a highly qualified K-12 special educator. Research addressed the question: To what extent do practitioners trained as special educators report engaging in six key roles, and associated subskills, in their implementation of an RTI Model? Results suggest that educators trained in special education, working in general or special education settings, engage in implementing each of the key roles within their RTI models. Implications and suggestions for teacher preparation of special educators are provided.