Response to Intervention (RTI) trends and special education referrals were examined and compared with the self-reported data of special education directors and evaluation staff to determine the overall impact of RTI on special education referrals. A descriptive nonexperimental design study using existing data and survey methods was used. Findings from archival data demonstrated that during the period ranging from 2007 to 2011, trends at the state level, across regional services centers, and in one independent school district showed an increase in the number of students who were referred and found eligible for special education services. However, there was an average decrease in the number of students receiving special education services at the regional and state levels and an increase according to one district level. The trends that evolved suggest a possible relationship between the RTI process and increasingly accurate referrals for special education services. Findings from the survey administered at the Education Service Center (ESC) indicated the perceptions of special education directors and evaluation staff did not mirror the findings of the archival data. However, data gathered from the survey administered at the Independent School District (ISD) indicated the perceptions of the special education director and evaluation staff did mirror the findings of actual archival data.
Caddo Gap Press
Darst, C., Smith, H.H., & Pemberton, J. (2018). Response to intervention and the impact on eligibility for special education services in Texas. Scholar-Practitioner Quarterly.