Journal of Education and Human Development

Acceptability of the Response to Intervention Model between General and Special Education Teachers: Identification of Students with Specific Learning Disabilities
Gina Armandariz, Adrian Jung

Abstract
This study investigated the perceptions of general education teachers, and special education teachers in their acceptability of the Response to Intervention model (RTI) model in the identification of a student with a Specific Learning Disability (SLD). The study consisted of 279 participants: there were 152 general education teachers and 127 special education teachers. The study used a vignette of a real student who had been evaluated for special education. The study results revealed significant findings for special education teachers versus general education teachers in their acceptability of RTI as an effective method of evaluation for SLD. Special education teachers were significantly more likely to endorse the use of the RTI model over general education teachers in the identification of a student with a SLD. Both educators identified inappropriate evaluation as the biggest barriers to determining eligibility in their school districts. Overall, the findings suggest that the use of the RTI model in the identification of students with an SLD is an acceptable form of evaluation. In addition, training among general education teachers may be necessary to help them understand how progress monitoring data can used to determine eligibility for special education under RTI.

Full Text: PDF     DOI: 10.15640/jehd.v4n2_1a13