A Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Intervention

dc.contributor.advisorBester, Suzanne
dc.contributor.emailmelly_schoonbee@hotmail.comen_US
dc.contributor.postgraduateGardner, Melissa
dc.date.accessioned2022-07-15T09:59:14Z
dc.date.available2022-07-15T09:59:14Z
dc.date.created2022-09
dc.date.issued2021
dc.descriptionMini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021.en_US
dc.description.abstractThe purpose of this exploratory cross-sectional survey was to describe teachers’ beliefs about the viability of Response to Intervention (RTI) in the South African classroom. This study was guided by the RTI framework. The sample consisted of 100 Foundation Phase teachers who had to respond to 27 statements on a 5-point Likert-type scale. The majority of respondents believed that mainstream classroom instruction is ineffective in supporting children with special needs and that classroom-based support should be the initial phase for supporting struggling learners. They also recognised the necessity for this support to be within an early intervention model. The majority of respondents believed that learners diagnosed with specific learning disorders required specialised interventions as early as possible and that additional support systems such as support staff and parent/guardian support in the intervention planning and intervention implementation process are vital for support interventions.en_US
dc.description.availabilityUnrestricteden_US
dc.description.degreeMEden_US
dc.description.departmentEducational Psychologyen_US
dc.identifier.citation*en_US
dc.identifier.otherS2022en_US
dc.identifier.urihttps://repository.up.ac.za/handle/2263/86246
dc.language.isoenen_US
dc.publisherUniversity of Pretoria
dc.rights© 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectUCTDen_US
dc.subjectResponse to Interventionen_US
dc.subjectFoundation Phase Teachersen_US
dc.subjectBeliefsen_US
dc.subjectLearner Supporten_US
dc.subjectClassroom interventionen_US
dc.titleA Cross-Sectional Survey of Foundation Phase Teachers’ Beliefs About Response to Interventionen_US
dc.typeMini Dissertationen_US

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