Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs

Abstract

Despite the almost universal adoption of Response to Intervention (RTI) in school districts across the United States, recent research report feelings of inadequacy on the part of general education (GE) teachers. In this study, the authors conducted a systematic review of the literature to examine research focusing on the teaching, learning, implementation, and evaluation of RTI in GE teacher preparation during the last decade (2003–2013). A total of 10 publications were identified through electronic and hand searches. Results reveal a longstanding gap in the literature on how GE preservice teachers can understand and apply RTI in their classrooms. More studies and recommendations are needed to help GE preservice and in-service teachers use RTI effectively with struggling students.

Additional information

Notes on contributors

Brenda L. Barrio

Brenda L. Barrio is an assistant professor of Special Education at Washington State University. Her research focuses on teacher preparation programs in special education, disproportionality of culturally and linguistically diverse students, Response to Intervention, and mild to moderate disabilities.

Endia J. Lindo

Endia J. Lindo is an assistant professor of Special Education at the University of North Texas. Her research focuses on the improvement of reading performance of students who are low-achieving, teaching reading comprehension and social and familial factors predicting students’ responsive to instruction.

Bertina H. Combes

Bertina H. Combes is an associate professor of Special Education at the University of North Texas. Her research focuses on educator preparation, diversity issues in higher education and postsecondary transition of students with high incidence disabilities.

Katrina A. Hovey

Katrina A. Hovey is a doctoral student in the Department of Educational Psychology at the University of North Texas. Her research focuses on teacher preparation programs in special education, English language learner education, transition services, and mild to moderate disabilities.