The purpose of this study is to illuminate the knowledge and perceptions of Response to Intervention (RtI) among graduate students enrolled in SUNY Plattsburgh education-related programs. RtI, a tiered system designed to provide universal support and interventions to students based on a spectrum of needs, was first introduced in 2004. The system continues to evolve within schools as stakeholders (i.e. administrators, educators and specialists) navigate their roles, expectations, and understanding of the realm and structure of RtI. Programs represented in this study following the collection of surveys include: Adolescent Education, Childhood/Special Education, Special Education, and School Psychology. An overview of how subscription to and training within a particular program correlates to knowledge and perceptions of RtI is used as grounds for discussing the implications for the systemsâ success.
Master's thesis, Department of Psychology, SUNY Plattsburgh