The Knowledge of Response to Intervention (RTI) Model Among Early Elementary Levels Supervisors and Learning Disabilities Supervisors and the Obstacles to Its Applications in Kingdom of Saudi Arabia

Abstract

This study aims to investigate the Response to Intervention (RTI) knowledge among Early Elementary Levels Supervisors and Learning Disabilities Supervisors in Kingdom of Saudi Arabia and the obstacles to its applications. The target population of this study consists of all learning disabilities supervisors (144) and all early Elementary Levels Supervisors (1064) in the Kingdom of Saudi Arabia according to statistics of the Ministry of Education (Ministry of Education), 1437-1438 H.The current study adopts a comparative analytical descriptive approach. Because it suited the nature of the study.  After implementing the exclusion criteria in the survey, the sample group was limited to 240 Early Elementary Levels Supervisors and 91 Learning Disabilities Supervisors. The sample was randomly selected. The researcher also prepared the questionnaire as a tool for this study.The results of the study showed that the degree of knowledge of the response to intervention model among the supervisors of learning disabilities and the supervisors of the Early Elementary Levels was high. There were statistically significant differences at the level of significance (α = 0.05) between the mean scores of the knowledge level in the RTI model due to the variable (specialization, scientific qualification). The results showed that there were no statistically significant differences at the level (α = 0.05) between the mean scores of the knowledge level of the RTI according to the variable (gender, years of experience,).The study concludes with   many recommendations including the importance of providing teachers of learning disabilities and early elementary levels teachers with modern approaches of measurement and diagnosis of students with learning disabilities in the field by their supervisors.

Keywords: learning Disabilities, Early Elementary Levels, Response to Intervention, RTI, Early Diagnosis, Supervisors

DOI: 10.7176/JEP/10-26-03

Publication date:September 30^th 2019