Outside-the-Box Approaches to Assessment and Intervention: Dual-Certified Teachers' Response to Intervention Implementation

• In Event: Enacting Inclusive and Culturally Relevant Practices in Special Education Teacher Preparation

Abstract

The disproportionate rates of diverse learners in special education, served predominantly within public schools, raises questions about traditional approaches to referring students for special education evaluation. Alternatively, with Response to Intervention (RTI), students receive data-driven academic interventions prior to referral. Less clear is whether general education teachers are prepared to engage in the assessment demands of RTI. Cultural Historical Activity Theory is used to examine how three dual certified teachers implement RTI at their public elementary school, which serves diverse learners. Findings indicate that the dual certified teachers drew from their knowledge of both fields to modify standardized assessment and intervention procedures for students; they shared their insights with colleagues in RTI meetings. The results hold implications for teacher education.

Author

• Joyce Melissa Gomez-Najarro, California State University - Fullerton