Understanding the philosophical foundations of disabilities to maximize the potential of response to intervention (RTI)

Nai-Cheng Kuo

Advanced Studies and Innovation

Scholary Output:

Contribution to journal

Article

Peer-review

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.

Publication Information

Output type

Scholary Output:

Contribution to journal

Article

Peer-review

Original language

English

Journal (Volume, Issue Number)

Educational Philosophy and Theory (Volume in press)

Publication milestones

Published - 2014

Publication status

Published - 2014

ISSN

0013-1857

Publication metrics

Metrics

Fractional count