Date of Award/Publication


Document Type


Degree Name

MS in Special Education




The purpose of this study was to determine to what extent Response to Intervention is used in urban schools at the secondary level. The lack of current research shows that its use is sporadic at best as compared to suburban schools and more affluent areas. Through interviewing administrators and special education teachers in an urban school district in upstate New York, it was evident that Response to Intervention is being used with varying levels of success. There are common roadblocks, which prevent the successful implementation. These roadblocks can be broken down into three themes: confusion with the process and practices, time to schedule the interventions, and resources including physical space within the school, funding to train new staff and provide interventions services, and the staff themselves.

Included in

Education Commons