Abstract:

The purpose of this cross-sectional survey study was to describe teachers’ beliefs about the viability of Response to Intervention (RTI) in the South African classroom. This included an investigation into the underlying principles of RTI as well as teachers’ beliefs about learner support. In a review of current literature, the use of RTI as both a diagnostic measure and intervention strategy is fast gaining popularity. However, the review of teacher beliefs is limited to international studies as there is currently no published research in South Africa on this matter. This study aimed to explore and address this hiatus. Guided by a conceptual framework consisting of perspectives adopted from Vygotsky and the RTI framework, this quantitative study was embedded in a positivist paradigm. The sample for this study was initially selected using purposive sampling but due to the disruptions caused by the COVID-19 pandemic, changed to snowball sampling. The findings of this study showed that most teachers believe in the concepts that underpin RTI and are hopeful about new approaches that may support the mainstream class teacher. Resources and time, however, have a great impact on their belief of realisation of RTI ideals and the implementation of any support practices.

Keywords:

Response to intervention, foundation phase teachers, learner support, classroom intervention, beliefs, inclusion.