TEACHING PRE-SERVICE EDUCATORS ABOUT RESPONES TO INTERVENTION (RTI) FOR CHILDREN WHO ARE ENGLISH LANGUAGE LEARNERS (ELL) AND HAVE LEARNING DISABILITIES (LD)

Abstract

Response to Intervention (RTI) is a multi-tiered model that allows for intervention for students with learning disabilities and behavioral needs. Some studies suggest that implementing RTI can improve educational outcomes for all students including English Language Learning (ELL) students. After the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), federal special education law allowed RTI to be used in identifying and supporting learners with learning challenges. RTI was incorporated into federal law as an approach that can provide effective and high-quality learning to all students. This study examined how professional development of pre-service special education teachers can impact their understanding of how RTI should be implemented to benefit students with ELL and LD. The study was conducted quantitatively using t-test and Likert scale instruments with a pre and post survey model. The workshop was implemented with 10 undergraduate students participating in a mild-moderate disabilities program in a college of education in one southwestern university. The results indicate that participating in a workshop on RTI positively changed pre-service education teacher’s beliefs and understandings of RTI and its application for students who are ELL.