A Review and Synthesis of the Response to Intervention (RtI) Literature: Teachers Implementations and Perceptions

Abstract

This paper briefly reviews the Response to Intervention (RtI) framework.  It explains how Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and No Child Left Behind (NCLB) enhanced RtI implementation in general education classrooms. The main focus of this paper is to identify general educators’ roles when implementing RtI components such as evidence-based interventions and assessment. In addition, empirical studies that focused on general educators perceptions of RtI reforms were presented. The reviewed of the RtI literature show the need for more research on the impact of professional development, general educators’ perceptions and implementation of RtI.

Keywords: high quality instruction, learning disability, discrepancy model, identification.

DOI: 10.7176/JEP/10-15-02

Publication date:May 31^st 2019