Abstract
Despite the almost universal adoption of Response to Intervention (RTI) in school districts across the United States, recent research report feelings of inadequacy on the part of general education (GE) teachers. In this study, the authors conducted a systematic review of the literature to examine research focusing on the teaching, learning, implementation, and evaluation of RTI in GE teacher preparation during the last decade (2003–2013). A total of 10 publications were identified through electronic and hand searches. Results reveal a longstanding gap in the literature on how GE preservice teachers can understand and apply RTI in their classrooms. More studies and recommendations are needed to help GE preservice and in-service teachers use RTI effectively with struggling students.
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