Describing The Phenomena Of Principals' Experiences With Implementation Of Response To Intervention
Year: 2010
Type: article
Abstract: The traditional method of identifying students with disabilities has led to a new innovation being implemented at the school level. Response to Intervention (RTI) is an alternative approach that received federal approval with the passage of Individuals with Disabilities Educational Improvement Act (IDEIA) 2004. On July 1, 2010, RTI became the required process for determining identification of students with learning disabilities for all schools in the state of Florida. Implementation of this approach requires significant changes in how schools operate. Using a phenomenological study design, the purpose of this study was to gain an understanding of the experiences of elementary school principals implementing RTI in their schools. After gaining the individual viewpoints of 16 principals through an interview process, the data was analyzed using Fullan‟s nine critical factors affecting implementation of a change project. Results indicate that principals found RTI implementation to be a difficult, but worthwhile experience.
Author: Lorrie Belk Butler
Institution: University of Central Florida
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2314389991