The traditional method of identifying students with disabilities has led to a new innovation being implemented at the school level. Response to Intervention (RTI) is an alternative approach that received federal approval with the passage of Individuals with Disabilities Educational Improvement Act (IDEIA) 2004. On July 1, 2010, RTI became the required process for determining identification of students with learning disabilities for all schools in the state of Florida. Implementation of this approach requires significant changes in how schools operate. Using a phenomenological study design, the purpose of this study was to gain an understanding of the experiences of elementary school principals implementing RTI in their schools. After gaining the individual viewpoints of 16 principals through an interview process, the data was analyzed using Fullan‟s nine critical factors affecting implementation of a change project. Results indicate that principals found RTI implementation to be a difficult, but worthwhile experience.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd-2598 |
| Date | 01 January 2010 |
| Creators | Butler, Lorrie Belk |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
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