Response to Intervention: Perspectives of General and Special Education Professionals

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This article describes implications for school leadership and the need for preservice and continuing professional development concerning all aspects of response to intervention (RTI).

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23 p.

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Bineham, Susan C.; Shelby, Liz; Pazey, Barbara L. & Yates, James R. March 2014.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by UNT College of Education to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 48 times , with 11 in the last month . More information about this article can be viewed below.

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This article describes implications for school leadership and the need for preservice and continuing professional development concerning all aspects of response to intervention (RTI).

Physical Description

23 p.

Notes

Abstract: Federal legislation allows looal education agencies tc use a student's response to scientific research-based interventions as a method of identifying specific learning disabilities. As a result, educational leadership is challenged to implement response tc intervention (RTI). Despite increased literature addressing RTl, no consensus on implementation has been reached. This national study was conducted to capture and report general education and special education professionals' perceptions and implementation practices of RTI. Study participants were randomly selected to include general and special education administrative, instructional, or support personnel en elementary and high school campuses. The wide variances, misunderstandings, and lack of training reported in this nationwide study could explain the mixed results of recent research en RTL Implications for school leadership are deduced from the data and highlight the need for preservice and continuing professional development concerning all aspects of RTI.

The article, "Response to Intervention: Perspectives of General and Special Education Professionals" in The Journal of School Leadership by Bineham, Shelby, Pazey, and Yates, 2014, is reproduced by permission of Rowman & Littlefield https://rowman.com/Page/RowmanLittlefield.

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  • Joural of School Leadership, 2014. Lanham, Maryland: Rowman & Littlefield

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  • Publication Title: Journal of School Leadership
  • Volume: 24
  • Pages: 230-252
  • Peer Reviewed: Yes

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UNT Scholarly Works

Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

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  • March 2014

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  • Oct. 14, 2017, 9:21 p.m.

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Bineham, Susan C.; Shelby, Liz; Pazey, Barbara L. & Yates, James R. Response to Intervention: Perspectives of General and Special Education Professionals, article, March 2014; Lanham, Maryland. (digital.library.unt.edu/ark:/67531/metadc1020954/: accessed October 16, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Education.