Examining the Role of the Special Educator
in a Response-to-Intervention Model

A comprehensive school reform model that has emerged in recent years is response to intervention (RTI), a multi-tiered intervention framework designed to maximize student achievement and reduce behavior problems. RTI is a school-wide process that integrates instruction, intervention, and assessment to promote a stronger, more cohesive program of instruction that can ultimately result in higher student achievement. This session will report the findings of an observational study which sought to examine the role of the special educator within a Response-to-Intervention (RTI) model. Specifically, the study was designed to first examine the overall role of the special educator and then to look specifically at the instructional practices that are used by special educators and, in particular, how those instructional practices differ in advanced tiers of instruction in an RTI model.

Dr. Belinda B. Mitchell, from Lawrence, Kansas, is assistant professor of education in the Department of Education. Dr. Mitchell received a bachelor of science degree in recreation and leisure services and a master of science degree in special education from Radford University, Radford, Virginia; and a doctorate degree in special education from the University of Kansas, Lawrence, Kansas.Prior to coming to Shepherd, Dr. Mitchell was an adjunct faculty member at Washburn University in Topeka, Kansas; graduate teaching assistant at University of Kansas; special education teacher at Central Academy Middle School, Fincastle, Virginia; and has served as a researcher, consultant and presenter.