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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.
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“While there is agreement about the need for reliability (AERA, APA, and NCME, 2014), there is little empirically verified guidance with respect to collecting data about and reporting reliability of observational ratings (Swanson et al., 2012).”
From Exploring Differences in Measurement and Reporting of Classroom Observation Inter-Rater Reliability (2018) · cites this paper as Swanson et al., 2012
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References 37 · Cited by 122
Research works printed but not linked: 38
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Metadata
- Authors
- Swanson, E., Solis, M., Ciullo, S., & McKenna, J. W.
- Affiliations
- The University of Texas at Austin (US)
- Venue
- Learning Disability Quarterly
- Publisher
- SAGE Publications
- Published
- 2012-05
- Volume
- 35
- Issue
- 2
- Pages
- 115-126
- ISSN
- 0731-9487 (ISSN-L)
- 2168-376X
- OpenAlex
- W1853293014
- Cited by
- 122
- References
- 37
- Citations by year
- 2026: 4 · 2025: 9 · 2024: 12 · 2023: 6 · 2022: 6 · 2021: 5 · 2020: 5 · 2019: 12 · 2018: 7 · 2017: 8 · 2016: 14 · 2015: 11 · 2014: 14 · 2013: 7 · 2012: 2
- FWCI
- 21.90
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning Disability Quarterly (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- Response to Intervention, special education teachers, teacher perceptions, instructional practices, upper elementary grades, mathematics education, reading instruction, RTI implementation
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- CoChat. (2026). Citation check: Special Education Teachers’ Perceptions and Instructional Practices in Response to Intervention Implementation. https://app.cochat.ai/papers/10.1177/0731948711432510
- The paper
- Swanson, E., Solis, M., Ciullo, S., & McKenna, J. W. (2012). Special Education Teachers’ Perceptions and Instructional Practices in Response to Intervention Implementation. Learning Disability Quarterly. https://doi.org/10.1177/0731948711432510
