Teachers' Knowledge And Application Of The Intervention Response Model And Obstacles To Its Application From Their Perspective

Abstract

Delivering adequate and early educational intervention services to at-risk students primarily depends on teachers' knowledge and ability to apply the Response to Intervention (RTI) model. This study aims to determine the level of knowledge and application of the RTI model by early childhood and primary school teachers and identify the obstacles to its application from their perspective. The descriptive analytical approach was used by administrating a three-axis questionnaire to (272) teachers. It was found that teachers have a moderate knowledge of the RTI model. They 'always' or 'often' apply its procedures. However, teachers reported that several obstacles interfere with successfully employing the RTI model, the most important of which is a lack of special education teachers in the schools. No statistically significant differences were found in teachers' knowledge due to academic qualification, teaching experience and specialisation. However, significant differences were observed in teachers' application of the RTI attributed to gender (men) and specialisation (Kindergarten). Additionally, no significant differences were found in obstacles to implementing the RTI model due to the study variable. The researcher proposed that the Ministry of Education implement the RTI model in the early education cycle and provide teachers with practical training.