This study reports on the perceptions and instructional practices of Grades 3 through 5 special education teachers in a school district that implemented a multitiered response to intervention (RTI) framework for the previous 5 years. The authors used focus groups and interviews to examine special education teachers’ perceptions of RTI. In addition, the authors observed the mathematics and reading instruction that these teachers provided. This study contributes to the literature by presenting a qualitative, in-depth description of special education teachers’ perceptions related to RTI implementation at the upper elementary level.
BoardmanA. G.ArguellesM. E.VaughnS.HughesM. T.KlingnerJ. (2005). Special education teachers’ views of research-based practices. The Journal of Special Education, 39, 168–180. doi: 10.1177/0022466905039003040110.1177/00224669050390030401
2.
BryantD. P. (2009). The math observation tool. Austin, TX: Meadows Center for Preventing Educational Risk, University of Texas.
3.
BryantD. P.BryantB. R.GerstenR.ScammaccaN.ChavezM. (2008). Mathematics intervention for first and second grade students with mathematics difficulties: The effects of Tier 2 intervention delivered as booster lessons. Remedial & Special Education, 29, 20-32. doi: 10.1177/074193250730971210.1177/0741932507309712
4.
BryantD. P.GoodwinM.BryantB. R.HigginsK. (2003). Vocabulary instruction for students with learning disabilities: A review of the research. Learning Disability Quarterly, 26, 117–128.
5.
ChardD. J.BakerS. K.ClarkeB.JungjohannK.DavisK.SmolkowskiK. (2008). Preventing early mathematics difficulties: The feasibility of rigorous kindergarten mathematics curriculum. Learning Disability Quarterly, 31, 11–20.
6.
EdmondsM.BriggsK. L. (2003). The instructional content emphasis instrument: Observations of reading instruction. In VaughnS.BriggsK. L. (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 31–52). Baltimore, MD: Brookes.
7.
FuchsD.FuchsL. S.SteckerP. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76, 301–323.
8.
FuchsD.MockD.MorganP. L.YoungC. L. (2003). Responsiveness-to-intervention for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157–171. doi: 10.1111/1540-5826.0007210.1111/1540-5826.00072
9.
FuchsL. S.FuchsD.HamlettC. L. (2007). Using curriculum-based measurement to inform reading instruction. Reading and Writing, 20, 553–567. doi: 10.1007/s11145-007-9051-410.1007/s11145-007-9051-4
10.
FuchsL. S.FuchsD.YazdianL.PowellS. R. (2002). Enhancing first grade children’s mathematical development with peer-assisted strategies. School Psychology Review, 31, 569–583.
11.
GelzheiserL. M.MeyersJ. (1991). Reading instruction by classroom, remedial, and resource room teachers. The Journal of Special Education, 24, 512–526. doi: 10.1177/00224669910240040910.1177/002246699102400409
12.
GerstenR.BeckmannS.ClarkeB.FoegenA.MarshL.StarJ. R.WitzelB. (2009). Assisting students struggling with mathematics: Response to Intervention (RTI) for elementary and middle schools. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
13.
GwetK. (2001). Handbook of inter-rater reliability. Gaithersburg, MD: STATAXIS.
14.
HaynesM. G.JenkinsJ. R. (1986). Reading instruction in special education resource rooms. American Educational Research Journal, 23, 161–190. doi: 10.3102/0002831202300216110.3102/00028312023002161
15.
HooverJ. J.PattonJ. R. (2008). The role of special educators in a multitiered instructional system. Intervention in School and Clinic, 43, 195-204. doi: 10.1177/105345120731034510.1177/1053451207310345
16.
KethleyC. I. (2005). Case studies of resource room reading instruction for middle school students with high-incidence disabilities (Unpublished doctoral dissertation). The University of Texas at Austin.
17.
KilpatrickJ.SwaffordJ.FindellB. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
18.
KimI. S. (2006). Automatic speech recognition: Reliability and pedagogical implications for teaching pronunciation. Educational Technology & Society, 9, 322–334.
19.
KuzelA. J. (1992). Sampling in qualitative inquiry. In CrabtreeB. F.MillerW. L. (Eds.), Doing qualitative research: Research methods for primary care (Vol. 3, pp. 31-44). Newbury Park, CA: Sage.
20.
LeinhardtG.ZigmondN.CooleyW. W. (1981). Reading instruction and its effects. American Educational Research Journal, 18, 343–361. doi: 10.3102/0002831201800334310.3102/00028312018003343
21.
LincolnY. S.GubaE. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.
22.
MeentsC. K. (1990). Literacy instruction in high school resource rooms (Unpublished doctoral dissertation). State University of New York, Albany.
23.
MilesM. B.HubermanA. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
24.
MillerS. P.HudsonP. J. (2007). Using evidence-based practices to build mathematics competence related to conceptual, procedural, and declarative knowledge. Learning Disabilities Research & Practice, 22, 48–58. doi: 10.1111/j.1540-5826.2007.00230.x10.1111/j.1540-5826.2007.00230.x
25.
MoodyS. W.VaughnS.HughesM. T.FischerM. (2000). Reading instruction in the resource room: Set up for failure. Exceptional Children, 66, 305–316.
26.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
27.
National Council of Teachers of Mathematics. (2006). Curriculum focal points for kindergarten through grade 8 mathematics: A quest for coherence. Reston, VA: Author.
28.
National Mathematics Advisory Panel. (2008). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. Reston, VA: National Council of Teachers of Mathematics.
29.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: Author, National Institute of Child Health and Human Development.
30.
SimmonsD.HairrellA.EdmondsM.VaughnS.LarsenR.WillsonV.ByrnesG. (2010). A comparison of multiple-strategy methods: Effects on fourth-grade students’ general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3, 121–156. doi: 10.1080/1934574100359689010.1080/19345741003596890
31.
SwansonE. A. (2008). Observing reading instruction for students with LD: A synthesis. Learning Disability Quarterly, 31, 1–19.
32.
SwansonE. A.VaughnS. (2010). An observation study of reading instruction provided to elementary students with learning disabilities in the resource room. Psychology in the Schools, 47, 481–492. doi: 10.1002/pits10.1002/pits
33.
SwansonH. L.HoskynM. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68, 277–321. doi: 10.3102/0034654306800327710.3102/00346543068003277
34.
VaughnS.FuchsL. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137–146.
35.
VaughnS.Linan-ThompsonS.HickmanP. (2003). Response to instruction as a means for identifying students with reading/learning disabilities. Exceptional Children, 69, 391-410.
36.
VaughnS.MoodyS. W.SchummJ. S. (1998). Broken promises: Reading instruction in the resource room. Exceptional Children, 64, 211–225.
37.
VaughnS.SchummJ. S.SinagubJ. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage.
38.
WertsM. G.LambertM.CarpenterE. (2009). What special education directors say about RTI. Learning Disability Quarterly, 32, 245-254.
39.
YsseldykeJ. E.O’SullivanP. J.ThurlowM. L.ChristensonS. L. (1989). Qualitative differences in reading and math instruction received by handicapped students. Remedial and Special Education, 10, 14–20. doi: 10.1177/07419325890100010510.1177/074193258901000105
