Why Is Response To Intervention (RTI) So Important That We Should Incorporate It Into Teacher Education Programs and How Can Online Learning Help

Content Provider	Semantic Scholar
Author	Kuo, Nai-Cheng
Copyright Year	2014
Abstract	The reauthorization of Individuals with Disabilities Act (IDEA) in 2004 permits the use of response to intervention (RTI) to explore whether students make adequate progress and what interventions should be provided to them. The implementation of RTI is mandated in many K-12 schools in the U.S. Thus, knowing what and how online learning can help incorporate RTI into university teacher preparation programs is necessary. This study involves examining the use of the IDEA '04 and Research for Inclusive Settings (IRIS) modules with pre-service teachers. The IRIS modules are a comprehensive online resource developed by the IRIS Center which is sponsored by the U.S. Department of Education. As of 2014, over 470,000 K-12 educators worldwide have used IRIS modules as a professional development tool (IRIS, 2014). While existing literature indicates that most users of the IRIS modules found the modules useful, there is little research on how these modules can be used as an online learning program in higher education to prepare pre-service teachers for RTI. The results of the present study show that IRIS modules are beneficial to pre-service teachers. However teacher educators need to interpret preservice teachers’ online learning outcomes with caution due to the existence of user variations.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://jolt.merlot.org/vol10no4/Kuo_1214.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article