آراء أعضاء هيئة التدريس نحو استخدام نموذج الاستجابة للتدخل في برامج صعوبات التعلم
This study aimed to know opinions of faculty members about using response to intervention model (RTI) in learning disabilities programs according to its importance, barriers of using it, requirements that contribute to the success of this model, and the effect of scientific degree. Descriptive method was used in this study. Sample of the study consisted of 45 faculty members from the Faculty of Education, Special Education Department, path of learning disabilities in public universities in Riyadh. Instrument of the study was a questionnaire (developed by the researchers). Results of the study revealed the importance of using response to intervention in learning disabilities programs and providing early intervention through academic and behavioral support. It is used to detect students who are at risk instead of waiting till they fail. The most important administrative barriers are lack of cooperation in the team and there are no guidelines for teachers to show them implementation mechanism. The most important technical barriers are lack of culture about this model in community in general and in parents and teachers in particular, and lack of standardized, valid and reliable instruments for data collection to monitor students' progress such as curriculum based assessment. The most important requirements which contribute to the success of using this model are training all teachers on how to implement this model. There were no statistically significant differences in attitudes of participants related to variable of scientific degree. (Published abstract)