International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 11, Issue 9 (September 2024), Pages: 143-153

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 Original Research Paper

Assessing teachers' knowledge and attitudes toward implementing a response to intervention approach in the classroom

 Author(s): 

 Nuof Almutairi 1, Hawazen Alasiri 2, *

 Affiliation(s):

 1Department of Special Education, College of Education, Majmaah University, Majmaah, Saudi Arabia
 2Department of Special Education, College of Education, Umm Al-Qura University, Makkah, Saudi Arabia

 Full text

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-9822-3004

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.09.016

 Abstract

The aim of this study was to explore elementary school teachers' knowledge and attitudes about implementing the Response to Intervention (RTI) approach, which is a system used to identify and support students with learning disabilities or those who face learning difficulties. A total of 152 elementary school teachers participated in the survey, including 64 males and 88 females. Various statistical methods were applied to analyze the data, such as Cronbach’s alpha, frequencies, percentages, four-way ANOVA, and Scheffe’s post hoc test. The findings showed that teachers had a moderate level of knowledge about RTI and held neutral attitudes toward its implementation. The study also found no significant differences in responses based on gender, specialty, or the highest degree achieved. However, teachers with more than 10 years of experience showed different responses compared to those with less experience. Additionally, a positive link was found between teachers' knowledge of RTI and their attitudes toward its use. Based on these results, some recommendations are provided.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Response to intervention, Elementary school teachers, Learning disabilities, Knowledge, Attitudes

 Article history

 Received 27 April 2024, Received in revised form 2 September 2024, Accepted 7 September 2024

 Acknowledgment

The authors extend their appreciation to the Deanship of Postgraduate Studies and Scientific Research at Majmaah University for funding this research work through the project number (R-2024-1160).

 Compliance with ethical standards

 Ethical considerations

Informed consent was obtained, and participants’ confidentiality was protected. The study was approved by the relevant ethics committee.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Almutairi N and Alasiri H (2024). Assessing teachers' knowledge and attitudes toward implementing a response to intervention approach in the classroom. International Journal of Advanced and Applied Sciences, 11(9): 143-153

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 Tables

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