General Educators and Special Educators Roles in Implementing Response to Intervention in Reading in First and Second Grades: A Multi-Case Study

General Educators and Special Educators Roles in Implementing Response to Intervention in Reading in First and Second Grades: A Multi-Case Study

• Élisabeth Boily, Université du Québec à Chicoutimi, Canada

• Chantal Ouellet, Université du Québec à Montréal, Canada

• Pascale Thériault, Université du Québec à Chicoutimi, Canada

doi : https://dx.doi.org/10.18162/fp.2024.822

Résumé

The purpose of this article is to present the results of a multi-case study aimed at defining the roles of general educators and special educators in the context of the implementation of the response to intervention (RTI) model in reading in three elementary schools. Three dyads were studied with interviews, direct observation, artifacts, and a logbook. The results show that the RtI implementation leads to a role transformation for the teachers and the remedial teachers, but this transformation is deeper for the teachers. The results revealed historical and theoretical confusions concerning the delimitation of the roles.

Abstract

The purpose of this article is to present the results of a multi-case study aimed at defining the roles of general educators and special educators in the context of the implementation of the response to intervention (RTI) model in reading in three elementary schools. Three dyads were studied with interviews, direct observation, artifacts, and a logbook. The results show that the RtI implementation leads to a role transformation for the teachers and the remedial teachers, but this transformation is deeper for the teachers. The results revealed historical and theoretical confusions concerning the delimitation of the roles.