American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2014, 2(5), 257-266
DOI: 10.12691/education-2-5-4
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Six Essential Instructional Roles to Implement Response to Intervention Models: Perceptions of Highly Qualified Special Educators

John J. Hoover1, and Julia S. Sarris1

1University of Colorado, Boulder

Pub. Date: April 21, 2014

Cite this paper:
John J. Hoover and Julia S. Sarris. Six Essential Instructional Roles to Implement Response to Intervention Models: Perceptions of Highly Qualified Special Educators. American Journal of Educational Research. 2014; 2(5):257-266. doi: 10.12691/education-2-5-4


Survey research was conducted to examine practitioners’ reported implementation of key instructional roles in response to intervention (RTI) models. A survey was administered to 65 practitioners who completed a nationally accredited degree program from 2004-2011, resulting in a Masters Degree in Special Education and a state teaching endorsement as a highly qualified K-12 special educator. Research addressed the question: To what extent do practitioners trained as special educators report engaging in six key roles, and associated subskills, in their implementation of an RTI Model? Results suggest that educators trained in special education, working in general or special education settings, engage in implementing each of the key roles within their RTI models. Implications and suggestions for teacher preparation of special educators are provided.

response to intervention teacher preparation

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