Surveying Special Education Teachers about Pre-service Training in Response to Intervention

Presenter Information

Aimee L. Kotten, Minnesota State University, Mankato
Jessica A. Day, Minnesota State University, Mankato
Isaiah F. Biesanz, Minnesota State University, Mankato
Brittany A. Foster, Minnesota State University, Mankato
Carissa A. Borchardt, Minnesota State University, Mankato

Location

CSU 253/4/5

Start Date

5-4-2010 1:00 PM

End Date

5-4-2010 3:00 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Carlos Panahon

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Second Mentor's Name

Alexandra Hilt-Panahon

Second Mentor's Department

Special Education

Second Mentor's College

Education

Description

Response to intervention (RTI) is an alternative method school districts may now use to identify children with learning disorders. In the RTI model, a student with academic difficulties is provided one or more empirically supported interventions. The student’s academic performance is monitored to see if the student progresses. If the student’s performance does not improve, then the failure to respond may be viewed as evidence of an underlying learning disability. The objective of the study was to determine whether special education teachers are receiving adequate training regarding RTI services. A survey was mailed to a nationally stratified random sample of 1000 special education teachers in the United States. The survey contained questions that examined the respondents’ satisfaction with the pre-service training in RTI and the daily activities implemented to deliver RTI services. Descriptive and correlation analyses were conducted on all returned surveys. The results highlight the strengths and weaknesses in the quality of pre-service RTI training of special education teachers. The findings also identify the daily RTI activities of special education teachers as well as the barriers they face administering these services. The findings may be used to inform teacher training programs about the skill areas that need further development so special education teachers can be better prepared to work in schools today.