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

Abstract

The purpose of this observational study was to examine the role of the special educator within a response-to-intervention (RTI) framework and to examine what instructional behaviors special educators evidence most frequently in the advanced RTI tiers. Specifically, these two issues were investigated with regard to: (a) proportion of the special educator's time spent in the four key roles as defined by the literature (i.e., collaborator, interventionist, diagnostician, manager); (b) within each key role, in what behaviors do special educator evidence most frequently; (c) instructional practices that are used most frequently by the special educator; and (d) instructional practices used by special educators aligned with effective instructional practices that have been identified in the empirical literature. Seven special educators participated in this study. Over 7000 minutes of observational data was collected focusing on role components and instructional practices. Interviews were also conducted with all participants. Role component observational data showed that special educators are required to perform a wide array of tasks in various settings in collaboration with multiple professionals, students and parents. Instruction observational data showed that special educators are using their limited amount of instructional time in practices which produce the greatest effects, but there were little differences noted between instructional practices in the advanced tiers of instruction.