RESPONSE TO INTERVENTION AS A STRATEGY TO STRENGTHEN PRE-SERVICE TEACHER COMPETENCE IN FACING STUDENT DIVERSITY WITHIN INCLUSIVE SETTINGS

Abstract

Response to Intervention (RTI) provides a systematic framework that helps educators identify specific student learning needs and deliver targeted interventions based on their instructional responsiveness. A deep grasp of RTI is essential for pre-service teachers. It directly prepares them to address the wide-ranging learning needs present in today's schools. This study analyzes the understanding of RTI among pre-service teachers enrolled in initial teacher education programs by comparing their pre-test and post-test results. A quantitative approach featuring a pre-test–post-test design was applied for this investigation. Data were gathered through an instrument comprising 31 statements, which were rated on a five-point Likert scale. Following data screening, 85 respondents with complete pre-test and post-test records were retained for the assessment. The data were then analyzed using descriptive statistics and statistical testing to determine shifts in respondents' comprehension before and after receiving instruction about RTI. The results highlight specific changes in pre-service teachers' understanding, evidenced by the score comparisons and statistical test outcomes. Ultimately, this research offers a clear picture of how well future educators grasp RTI and provides actionable feedback to improve RTI instruction within teacher education programs.