Special Education Teachers’ Perceptions and Instructional Practices in Response to Intervention Implementation

Abstract

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.

Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers

“…While quality math instruction for students with severe disabilities continues to become part of the students' educational experience , it is important to understand what barriers to evidence-based practice still exist for students with complex support needs. Time and again we have also seen the impact of teacher perceptions on their implementation of researchbased practices and instruction (Brophy, 1986;Swanson, Solis, Ciullo, & McKenna, 2012). In order to continue to develop rigorous and appropriate math instruction for students with complex needs, we must gather data on student needs and teachers feelings surrounding the implementation of research-based math practices (i.e., manipulatives).…”

Implementing cycles of Assess, Plan, Do, Review: a literature review of practitioner perspectives

“…There was a reported increase in the use of evidence‐based teaching practices, as well as improved quality of instruction to all learners, resulting in more appropriate, and therefore lower, rates of referral to special education (Swanson et al, ; Greenfield et al, ; Stuart et al, ). Practitioners were able to identify and support learners’ needs more efficiently through the use of RtI, illustrated in the views of special education teachers, such as the comment:

‘With the data, I'm able to target what's working and what's not, and I can continue to make changes based on what the data is telling me.’ (Greenfield et al, , p. 53)

…”

“…They can [visit] any interventionist. They can get ideas of what to do in their class’ (Swanson et al, , p. 120)…”

“…One issue brought to the forefront was the need for clarification of the roles of different practitioners in the process. A strong theme that emerged throughout the literature was the need for changes in both the attitude and the role of all practitioners; in some studies this was a topic of much discussion (Sansosti et al, ; Swanson et al, ). For most, the current roles and attitudes related to special educational needs were viewed as barriers to implementation (Pavri, , Swanson et al, ).…”

“…A strong theme that emerged throughout the literature was the need for changes in both the attitude and the role of all practitioners; in some studies this was a topic of much discussion (Sansosti et al, ; Swanson et al, ). For most, the current roles and attitudes related to special educational needs were viewed as barriers to implementation (Pavri, , Swanson et al, ). SEDs (Sansosti et al, ) in particular felt that their role would need to transform into one of leading and managing change.…”