Under the Policy on Special Education, prevention constitutes the first course of action to foster the success of students with learning difficulties. The growing popularity of the response to intervention (RTI) model illustrates the commitment to preventing learning difficulties, especially with regard to literacy. The RTI model is a service and intervention organization model that aims to meet the needs of all students, as well as those whose academic success is compromised by vulnerability factors.
The findings strengthen the principle that intervening as early as possible in a child’s education is key.
While the RTI model is emerging as a promising tool to prevent reading learning difficulties, a number of experts have emphasized the challenges related to its implementation in educational settings.
Implementing an RTI model involves the establishment of collaborative practices between the teacher and resource teacher, but, in most settings, this collaboration is not created as effectively as possible. In addition, the lack of clarity over the roles of the teacher and resource teacher raises concerns as the boundaries between them become blurred.
This multi-case study therefore focuses on the operationalization of the roles of the teacher and resource teacher and their collaboration to implement an RTI model. The findings strengthen the principle that intervening as early as possible in a child’s education is key.
Main researcher: Élisabeth Boily, Université du Québec à Montréal
Original title: Étude des rôles de l’enseignant, de l’orthopédagogue et de leur collaboration dans le cadre de l’implantation du modèle de réponse à l’intervention en lecture