Examining Teachers' Knowledge and Perceptions of Response to Intervention

Response to Intervention (RTI) is a multi-step approach to providing interventions to students within general and special education. This study investigated the relationship between elementary, middle, and high school teachers’ perceptions of RTI and (a) whether they taught general versus special education, (b) grade level taught, (c) knowledge level of RTI, and (d) presence in a school implementing RTI and participation in the process. Understanding teachers’ perceptions is of particular importance to school psychologists and can be used to ensure that teachers participate fully in the RTI process. Participants were given a questionnaire to complete that assessed their perceptions and knowledge of RTI. The findings revealed that differences in perceptions existed among teachers based on education level, grade level taught, RTI training received, knowledge level, and presence in a school implementing RTI. It was also found that those teachers with a low level of knowledge had more positive perceptions in regards to the benefit that RTI can have for teachers and students.

Name thesis:degree_name

Specialist in Education

Discipline thesis:degree_discipline

Department of Psychology

Year

2009

Author dc:creator

• Swigart, Ashley Elizabeth Moore

Contributors dc:contributor

• Lakeisha Meyer (Director),Carl Myers,Melissa Hakman

• RTI perceptions
• RTI training
• Response to Intervention
• elementary education
• special education
• reading disabilities
• Educational Assessment, Evaluation, and Research
• Elementary Education and Teaching
• Junior High, Intermediate, Middle School Education and Teaching
• Other Teacher Education and Professional Development
• Secondary Education and Teaching
• Special Education and Teaching
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.wku.edu/theses/51

OAI identifier oai:identifier

oai:digitalcommons.wku.edu:theses-1051