Obstacles to Practicing Responsiveness to Intervention in Primary Schools by Learning Disabilities Teachers in Jubail, Saudi Arabia | ||
| Educational Research and Innovation Journal | ||
| Article 5, Volume 1, Issue 1, April 2021, Pages 116-139 PDF (985.45 K) | ||
| Document Type: Original research article | ||
| DOI: 10.21608/erji.2021.178806 | ||
| Authors | ||
| Nour Manahi Al-Otaibi1; Dr. Suha Badawy Mohamed Mansour2 | ||
| 1Master of Special Education - Faculty of Science & Human Studies - Imam Abdulrahman bin Faisal University - KSA | ||
| 2Lecturer of Special Education - Faculty of Science & Human Studies - Imam Abdulrahman bin Faisal University - KSA | ||
| Abstract | ||
| The study aimed to identify the obstacles of practicing the Response to Intervention model from the viewpoint of learning disabilities teachers for primary schools' students in Jubail, and to identify the differences between learning disabilities teachers based on the obstacles they face in applying the Response to Intervention model according to the following variables (gender - number of years of experience). The study sample consisted of all male and female learning disabilities teachers, (38) male and female teachers. The researcher used a questionnaire –which she made - as a tool to collect data according to the descriptive survey approach. Results showed: The main obstacles that prevent applying Response to Intervention model from the viewpoint of learning disabilities teachers of primary schools in Jubail in regard to teacher preparation were that teachers do not have enough knowledge on how to apply RTI model with the average of (2.46 out of 4), in regard of school curriculum, obstacles were due to that progress is not monitored in important practices for evaluating students' academic performance with an average of (2.35 out of 4), and in regard to educational environment,. There are also significant statistically differences at a significance level of > (0.05) between learning disabilities teachers in primary schools in applying the intervention model according to the gender variable in favor of females, and there are statistically significant differences at a significance level of> (0.01) among teachers' responses according to years of experience, in favor of teachers with higher experience. | ||
| Keywords | ||
| Responsiveness to Intervention; Learning difficulties; Obstacles to practicing Responsiveness to Interventio | ||
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