Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Perspectives of K-12 Stakeholders Involved in Early Implementation of Response to Intervention (RTI)

DOI
https://doi.org/10.64546/jaasep.264
Abstract
Response to intervention (RTI) is an approach that has been implemented in more than 90% of the states in the U.S. The purpose of the study is to advance understanding of what efforts need to be made in order to increase the likelihood that special education professionals will accept RTI. Data used in this study include individual interviews with two principals, three special education teachers (two of whom were school district RTI coaches), one social worker, and one Title I teacher across four K-12 schools. Data were collected and analyzed around four sets of what qualitative methodologists call "grand tour" questions (Bernard, 2001): (1) respondents’ perceptions about data-based decision making, (2) use of evidence-based interventions at each tier, (3) strengths and challenges to achieving effective coordination, and (4) ongoing supports and professional development needs. The participants’ perspectives offer critical information to advance both research and practices related to RTI.
Keywords
Adoption (Ideas), Caseworkers, Coordination, Early Intervention, Elementary Secondary Education, Evidence Based Practice
References

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There are 25 references in total.
How to Cite
Kuo, N.-C. (2015). The Perspectives of K-12 Stakeholders Involved in Early Implementation of Response to Intervention (RTI). Journal of the American Academy of Special Education Professionals, 10(1), 61-79. https://doi.org/10.64546/jaasep.264

Winter 2015

Article Information

  • Article Type Articles
  • Submitted December 28, 2014
  • Published February 15, 2015
  • Issue Winter 2015
  • Section Articles
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