Hughes, TrudieNierengarten, GerryKokotovich, Kelly2011-05-262017-04-142011-05-262017-04-1420112011https://hdl.handle.net/11299/187460Presented in Partial Fulfillment of the Requirements for The Master of Special Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2011Committee names: Trudie Hughes (Chair), Gerry Nierengarten. This item has been modified from the original to redact the signatures present.The survey designed for this study was meant to examine teacher's satisfaction with their current method for determining eligibility for learning disabilities as well as gaining more insight into what interventions they currently take part in for this process. The current process being used by the schools participating is the severe discrepancy method in which a student of evaluated is given an IQ assessment as well as a formal academic assessment to see if there is a large enough difference between the two assessments to make the statement that a severe discrepancy exists. The survey also addressed the same teacher's knowledge of RtI and their thoughts on what this method would require from them. All participants that participated in this study are from one school district in southern Minnesota that is currently at the beginning stages of implementing RtI in their schools.enRtIResponse to InterventionSpecial educationMaster of EducationMaster of Special EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthRemedial teachingLearning disabled children -- EducationLearning disabilities -- DiagnosisScholarly Text or Essay