The reality of applying response to intervention with children at risk of learning difficulties from the experiences of kindergarten teachers: a qualitative study

Alsalman, Abrar; Alhano, Ibrahim

doi:10.21608/mfes.2025.319702.1937

The reality of applying response to intervention with children at risk of learning difficulties from the experiences of kindergarten teachers: a qualitative study

Articles in Press

Document Type : Original Article

Authors

Abrar Alsalman ¹
Ibrahim alhano ²

¹ Department of Special Education, College of Education, King Saud University, Riyadh

² Department of Special Education, College of Education, King Saud University, Riyadh.

10.21608/mfes.2025.319702.1937

Abstract

The current study aimed to know the reality of applying response to intervention with children at risk of learning difficulties from the experiences of kindergarten teachers. The study included nine kindergarten teachers in eight government and private kindergartens affiliated with the Ministry of Education. To achieve the objectives of the study, one of the qualitative research designs was used, represented by the qualitative represented by the qualitative reflexive thematic analysis, and data were collected using the semi-structured individual interview tool to collect information related to the study objective. The results of the study showed the application of some practices that are consistent with the response to intervention model, represented in activating modern strategies, identifying the child at risk of learning difficulties, and following up and monitoring progress. The study confirmed the existence of a number of factors that hinder the application of the response to intervention, such as lack of awareness, administrative and material obstacles, as well as reaching factors that enhance the application of the response to intervention model, represented in spreading awareness of the importance of applying the response to intervention model, creating a multidisciplinary team, and providing material resources. Accordingly, the study recommended conducting more studies on awareness and evaluating the training needs of kindergarten teachers regarding the response to intervention model in dealing with children at risk of learning difficulties, in addition to working on conducting more training courses that address a clear practical application so that it is easy for teachers to activate it correctly.

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