Special Education Teachers' Perceptions and Familiarity of Response to Intervention (RtI)

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dc.contributor.advisorFrankenberger, William R.
dc.contributor.authorHoffman, Sara
dc.date.accessioned2009-01-27T16:55:56Z
dc.date.available2009-01-27T16:55:56Z
dc.date.issued2009-01-27T16:55:56Z
dc.descriptionColor poster with text and table describing research conducted by Sara Hoffman, advised by William R. Frankenberger.en
dc.description.abstractThe traditional IQ-achievement discrepancy model for identification of specific learning disabilities (SLD), is soon to be replaced by a new model known as Response to Intervention (RtI). With this change in our educational framework, will also come a change in the role and function of all teachers. Of particular interest are the perceptions special education teachers have towards the implementation of RtI. The purpose of this study is to gather information related to teachers? familiarity and perceptions of the RtI paradigm.en
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programs.en
dc.identifier.urihttp://digital.library.wisc.edu/1793/31945
dc.language.isoen_USen
dc.relation.ispartofseriesUSGZE AS589en
dc.subjectResponse to Intervention (RtI)en
dc.subjectRemedial teachingen
dc.subjectLearning disabled children--Educationen
dc.subjectSlow learning children--Educationen
dc.subjectSpecial education teachers--Attitudesen
dc.subjectPostersen
dc.titleSpecial Education Teachers' Perceptions and Familiarity of Response to Intervention (RtI)en
dc.title.alternativeSpecial Education Teachers' Familiarity and Perceptions of Response to Intervention (RtI)en
dc.typePresentationen

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