Bester, Suzanne2022-07-152022-07-152022-092021*S2022https://repository.up.ac.za/handle/2263/86246Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021.The 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© 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.UCTDResponse to InterventionFoundation Phase TeachersBeliefsLearner SupportClassroom interventionMini Dissertation28073984