A Review and Synthesis of the Response to Intervention (RtI) Literature: Teachers' Implementations and Perceptions

Autor/in	Alahmari, Adhwaa
Titel	A Review and Synthesis of the Response to Intervention (RtI) Literature: Teachers' Implementations and Perceptions
Quelle	In: International Journal of Special Education, 33 (2019) 4, S.894-909 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Response to Intervention; Program Implementation; Educational Legislation; Equal Education; Federal Legislation; General Education; Faculty Development; Teacher Attitudes; Learning Disabilities + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrerverhalten; Learning handicap; Lernbehinderung
Abstract	The researcher briefly reviewed the Response to Intervention (RtI) framework and explained how Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and No Child Left Behind (NCLB) enhanced RtI implementation in general education classrooms. The main focus of this paper is to identify general educators' roles when implementing RtI components such as evidence-based interventions and assessment. In addition, empirical studies that focused on general educators' perceptions of RtI reforms were presented. The reviewed of the RtI literature show the need for more research on the impact of professional development, general educators' perceptions and implementation of RtI. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01