Examining the Efficacy of Response to Intervention (RTI) Training in Meeting the Needs of English Language Learners with Disabilities

Abstract

This study measured the extent of RTI training efficacy for teachers in the Asir region of Saudi Arabia in areas in which pupils who have special disabilities and who are learning English language are instructed and the academic performance of such ELLs in response to this. Using a quantitative research method, the findings of the study quantify the change in academic performance in a math and reading subject module after RTI was put in place. Research evidences show that subjects of the study commonly perform better in their studies provided the RTI program is properly implemented. Lastly, the implemented technique will evaluate how different educator experience, the degree of training, the quality of training, and implementation intensity affect the effectiveness of RTI. The outcomes outlined that the results obtained by comprehensive vocational educational training program for teachers and overall institutional support are important components of successful RTI program implementation. Another remarkable finding is the link between the degree of implementation of RTI and positive academic achievements. This supposition argues that the greater the extent of its application rate, the more successful the results will be. This study shows the keenness of devoting time and resources to the successful carrying out of RTI practice to maximize the performance of ELLs with disabilities in their education.