Date of Award


Degree Name

Doctor of Philosophy


Curriculum and Instruction

First Advisor

Miller, Grant

Second Advisor

Shelby-Caffey, Crystal


AN ABSTRACT OF THE DISSERTATION OF SARAH RUTH EPPLIN, for the Doctor of Philosophy degree in CURRICULUM AND INSTRUCTION, presented on September 3, 2015, at Southern Illinois University Carbondale. TITLE: RESPONSE TO INTERVENTION (RTI) STAKEHOLDER PERCEPTIONS IN THE SCHOOLS OF SOUTHERN ILLINOIS MAJOR PROFESSOR: Dr. Grant Miller Response to Intervention (RtI) was proposed as an alternative to the discrepancy model for identifying students with Specific Learning Disabilities (SLD) in the reauthorization of IDEA, 2004. RtI requires stakeholders to significantly change how all students are taught. Accepting the changes accompanying educational reforms has been challenging for educators and RtI is no exception. To measure the beliefs and perceptions of stakeholders in Southern Illinois, a survey with a likert-type rating scale was conducted to gauge stakeholder perceptions of academic abilities and performance of students with disabilities, perceptions about data-based decision making, perceptions of the functions of core and supplemental instruction, and perceptions of practices. Analysis was then performed to determine whether significant differences existed among stakeholder groups in relationship to the aforementioned factors. Statistical significance was found in the area of perceptions about data-based decision making. Additional correlational analysis failed to find a relationship between factors and level of education or number of years experience in education. Results of this study suggest that beliefs and perceptions of current stakeholders in RtI are impacted by historical factors, understanding of data taking practices/interpretation, and a lived experience of many educational changes.




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