Implementing an RTI approach: a qualitative study of prerequisites and obstacles
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Implementing an RTI approach: a qualitative study of prerequisites and obstacles Soheila Safari1 · Ahmad Abedi1 · Salar Faramarzi1 Received: 6 July 2018 / Accepted: 7 January 2020 © Springer Nature Singapore Pte Ltd. 2020
Abstract Response to Intervention (RTI) is a preventive approach which is broadly implemented in the West, particularly in the USA for early identification and intervention of students with learning difficulties (LD). However, in the East, especially in the developing countries, neither has this kind of program been used extensively, nor is it even a prerequisite in any educational environment. The challenges of implementing this approach in real-life situations have been investigated in the present article, and the prerequisites, obstacles and outcomes of such a program have been taken into consideration. In this qualitative research, information was gathered by various means including semi-structured one-on-one interviews with six school staff members, three parents, informal conversations with a number of students with LD, and monitoring (with note taking) of the conditions and interactions of these students in the school environment. The findings helped shed light on the causal conditions that underlie the bases of Iran’s present educational system; the current situations with which LD students are faced in schools; the necessary strategies and actions for successful implementation of RTI in the country; the factors that can facilitate the needed strategies and actions; and the consequences of the implementation of those strategies. The implications of the findings in educational policy and practice have also been discussed. Keywords Learning difficulties · Response to intervention · Developing countries · Prerequisites and obstacles During the past three decades, there has been a considerable increase in the number of children who are eligible for special education and services. Among them, children with specific learning difficulties (LD) form the largest group and, accordingly, this group has become one of the biggest groups and maybe the most challenging category in special education (US Department of Education 2016).
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Ahmad Abedi [email protected] Soheila Safari [email protected] Salar Faramarzi [email protected]
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Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Hezarjarib St, Isfahan, Iran
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S. Safari et al.
Although there are no approved official statistics, developing countries are definitely no exception in this respect and it is essential to provide appropriate early interventions for this group of students in these countries. In developed countries, particularly in the USA, this is accomplished through a comprehensive approach called Response to Intervention (RTI) which, in spite of various challenges, has many positive outcomes. However, to the best of our knowledge, in developing countries, neither has this kind of program been used extensively so far, nor h
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