How do Specialists understand Response to Intervention (RTI) and use it to support children with learning difficulties?

Abstract

Abstract Teachers ensure effective supervision to identify educational issues, and handle them systematically by adopting scientific approaches. In the KSA, special education services have been provided ever since the last 2 decades. Yet there exists a prevalent problem of rise in number of students with learning difficulties. There exist few researches that have tried to mitigate this problem by using RTI model. This research aimed to assess the specialists’ understanding and application of RTI in supporting children with learning difficulties in the context of the Kingdom of Saudi Arabia (KSA). Online interviews were conducted among 24 participants from specialists at primary schools that specialise in learning difficulties in Najran, Kingdom of Saudi Arabia (KSA). These included 11 special educators and 13 general education teachers who were experts in teaching and monitoring students with learning difficulties in KSA schools. It has been found that there are different levels of understanding and knowledge of RTI in KSA. This needs to be addressed since understanding of RTI framework is crucial, because this helps school leaders to prepare teacher and specialists’ teams and anticipate the issues that may arise while implementing RTI. Nonetheless, the three-stage RTI model is the most common, used and preferred in KSA, because it is the least complex and has been tried by many schools. Several other strategies are also used in various schools. RTI implementation needs to be continued and further strengthened in the country since RTI maximizes the learning of students with LD, and helps them catch up with other students in the classroom. It increases the intensity level of the instructional interventions, and enables teachers to identify students with learning difficulties in early grades. Moreover, it ensures that parents, students, and skilled staff members participate in the education process, which improves education.