General Education Teachers’ Perceptions on the Effectiveness of Response to Intervention in Elementary Education

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RtI refers to a specific set of interventions to support students who struggle to make progress in the general education settings. Fuchs and Deshler emphasized that teachers need to understand the conditions and contextual factors of RtI within a school district that may influence its implementation. Implementing these reforms requires ongoing professional development, clear expectations for RtI implementation, teacher cooperation, and substantial time to unify these procedures into personal and institutional practices. RtI implementations tend to lack teacher support, training, and utilizing resources effectively. Implementing systemic reform requires teachers to develop their teaching skills in selecting interventions and conducting assessments to meet students’ needs. Even for generally effective interventions, there is likely to be a substantial proportion of non-responsive children. Learning in the first few weeks of the intervention may be a useful indicator of appropriate response to treatment and could inform instructional decisions. This study explored teachers’ knowledge of RtI, perceptions of RtI intervention/instruction tiers in their school, and suggestions for RtI implementation. Specifically, to identify the differences in teacher perceptions and if there is a consensus among teachers of the meaning of RtI and its effectiveness for struggling elementary students.  

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  • 02/20/2024
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