The article explores the topic of early intervention, focusing on the conditions that enable its effective implementation through the Response to Intervention (RTI) model within school contexts. As a part of a broader action-research project, the study aims to foster the professional development of curricular and support teachers in kindergarten and primary education. By using focus groups to explore and analyze participants’ perceptions, the research identifies contextual and personal factors that facilitate or hinder early intervention on reading and writing skills. The findings highlight educators’ training needs, and they also suggest preliminary guidelines for co-constructing an early educational intervention inspired by the RTI framework.
Theory into practice: exploring teacher perceptions about early intervention in the Italian school system
Daniele Bullegas
;Martina Monteverde
2025-01-01
Abstract
The article explores the topic of early intervention, focusing on the conditions that enable its effective implementation through the Response to Intervention (RTI) model within school contexts. As a part of a broader action-research project, the study aims to foster the professional development of curricular and support teachers in kindergarten and primary education. By using focus groups to explore and analyze participants’ perceptions, the research identifies contextual and personal factors that facilitate or hinder early intervention on reading and writing skills. The findings highlight educators’ training needs, and they also suggest preliminary guidelines for co-constructing an early educational intervention inspired by the RTI framework.
I metadati presenti in IRIS UNICA sono rilasciati con licenza Creative Commons CC0 1.0 Universal, mentre i file delle pubblicazioni sono protetti da diritto d'autore, salvo diversa indicazione.
