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.
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Safari, S., Abedi, A. & Faramarzi, S. Implementing an RTI approach: a qualitative study of prerequisites and obstacles. Educ Res Policy Prac 19, 261–279 (2020). https://doi.org/10.1007/s10671-020-09258-6
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DOI: https://doi.org/10.1007/s10671-020-09258-6