Efficacy of Response-to-Intervention (RTI) Programmes in Identifying and Supporting Students with Learning Disabilities: Perspectives of Teachers in Saudi Arabia

This study explores the efficacy of Response-to-Intervention (RTI) programmes in identifying and supporting students with learning disabilities (LDs) from the perspectives of teachers in Saudi Arabia. Using a qualitative case study approach, semi-structured interviews were conducted with thirteen educators across inclusive schools. Findings reveal that while teachers intuitively apply RTI-aligned strategies such as differentiated instruction and group remediation, implementation is largely informal, lacking systematic progress monitoring, diagnostic tools, and policy guidance. Cultural stigma and limited parental involvement further hinder effective RTI execution. However, collaborative school leadership and peer learning communities emerged as enabling factors. The study is grounded in Cohen and Ball’s Instructional Capacity Framework and Cothran and Ennis’ Situated Learning Theory, highlighting that RTI efficacy is shaped by teacher knowledge, tools, and school culture. The study recommends culturally relevant RTI policies, sustained professional development, and greater family engagement to bridge the gap between theory and practice in inclusive education.