Abstract
As Response to Intervention (RTI) models are increasingly implemented in United States' schools, it is important to consider the perceptions of those directly involved. The current study assessed teachers' perceptions of RTI and utilized qualitative methodology and a computer-based text search program to explore teachers' perceptions of RTI. Constant comparison analysis yielded four emergent themes related to teacher perception of RTI: (a) overall understanding of RTI, (b) teachers' perceptions of barriers to RTI in their schools, (c) teachers' suggestions to improve RTI, and (d) teachers' suggestions for making paperwork more efficient. We conclude with implications for training and RTI implementation.
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