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Response to Intervention (RTI): An e...

Gary, Dia.

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Response to Intervention (RTI): An ethnographic study of special education directors' attitudes, thoughts, and perceptions working in rural communities in eastern Washington.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Response to Intervention (RTI): An ethnographic study of special education directors' attitudes, thoughts, and perceptions working in rural communities in eastern Washington./
作者:	Gary, Dia.
面頁冊數:	117 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .
Contained By:	Dissertation Abstracts International72-04A.
標題:	Education, Higher Education Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3446496
ISBN:	9781124507354

Response to Intervention (RTI): An ethnographic study of special education directors' attitudes, thoughts, and perceptions working in rural communities in eastern Washington.
Gary, Dia.

Response to Intervention (RTI): An ethnographic study of special education directors' attitudes, thoughts, and perceptions working in rural communities in eastern Washington. - 117 p.

Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .

Thesis (Ed.D.)--George Fox University, 2010.

This qualitative study was designed to gain an in-depth understanding of the perceptions, attitudes, knowledge, and implementation of RTI based on interviews with 11 special education directors working in rural school districts in eastern Washington. Three questions guided this study. First, what level of general knowledge of the RTI process do special education directors possess? Second, how do special education directors, promote or implement RTI? Third, do the special education directors regard RTI as an effective approach to serve students in need of specialized services?

ISBN: 9781124507354Subjects--Topical Terms:

1669382
Education, Higher Education Administration.

Response to Intervention (RTI): An ethnographic study of special education directors' attitudes, thoughts, and perceptions working in rural communities in eastern Washington.
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520 $a This qualitative study was designed to gain an in-depth understanding of the perceptions, attitudes, knowledge, and implementation of RTI based on interviews with 11 special education directors working in rural school districts in eastern Washington. Three questions guided this study. First, what level of general knowledge of the RTI process do special education directors possess? Second, how do special education directors, promote or implement RTI? Third, do the special education directors regard RTI as an effective approach to serve students in need of specialized services?
520 $a The interviews were in a semi-structured format, and were designed to allow the respondent to expound on their personal and professional opinions concerning the RTI model. In analyzing the themes it became evident that RTI is perceived to be an early intervention model that targets those students who may be at risk for academic failure. Some of the challenges that these special education directors faced was lack of staff training, lack of funds to implement RTI, and lack of agreement between general education and special education staff who viewed RTI as either a general education model or an exclusively special education model. Moreover, there appeared to be lack of implementation for those schools that had not benefitted from federal grants to implement the Reading First Initiative promoted by No Child Left Behind. Additionally, only one school district out of the 12 researched attempted to implement RTI at the middle school, or high school level.
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