Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Antoinette Myers

Abstract

Students identified as at-risk are overrepresented in special education due to specific learning disability referrals and placement. The problem is that elementary teachers’ perceptions of Response to Intervention (RTI) in special education referrals need to be examined due to excessive special education referrals due to lack of individualized instruction and formative data to assess how well the RTI model is implemented. The purpose of this qualitative study was to examine elementary teachers’ perceptions regarding the implementation of RTI and the influence of the model on appropriate student referrals for special education services. The conceptual framework for this qualitative project study was Vygotsky’s sociocultural theory. The guiding research question for the study addressed if the RTI model supports appropriate referrals to special education. The participants consisted of a purposeful sample of eight elementary school teachers from Grades K-5 currently implementing RTI. The study used semi-structured interviews as the primary tool for data collection. Themes and open coding analyzed data. Results included common themes related to differentiated instruction, the need for additional professional development, and the lack of consistent feedback regarding implementation procedures on RTI. Based on the study findings, a 3-day professional development was developed to address teachers' needs to deliver the RTI model with increased fidelity. This project study can influence social change by increasing teachers’ understanding of the RTI process and improving interventions' effectiveness. As a result, the student's academic needs are being met, which may positively impact student achievement and decrease students' referrals for special education services.

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