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dc.contributor.authorAnderson, Amanda
dc.date.accessioned2022-07-12T15:56:31Z
dc.date.available2022-07-12T15:56:31Z
dc.date.created2014
dc.date.issued2014
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12500
dc.description.abstractThis study investigated the implementation of a Response to Intervention (RTI) program in nine rural school districts in southeastern Wisconsin and the effect this program had on decreasing the number of Specific Learning Disability (SLD) identifications. The researcher also investigated professional staff member's satisfaction with the RTI program implemented within his or her district. Data was collected regarding students diagnosed with a Specific Learning Disability through publicly available records. Professional staff member satisfaction with his or her school district was gathered through a survey. Results of both were analyzed utilizing both one-tail and two-tailed paired "t-Tests." Although the sample size was small, the researcher discovered that RTI played a significant role in the decrease of SLD identifications in the particular rural area studied. The teacher satisfaction survey led to less clear results, but results suggested a trend towards professional staff members feeling positive about RTI. This study is representative of a small, but significant, change beginning stage RTI implementation has done for nine rural school districts.en_US
dc.subjectruralen_US
dc.subjecteducationen_US
dc.subjectdisabilityen_US
dc.titleResponse to Intervention and the Identification of Specific Learning Disabilities in Rural Southeastern Wisconsin School Districtsen_US
dc.typeThesisen_US


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