Teachers’ perception of the response to intervention implementation feasibility in Chinese inclusive early childhood education

Abstract

This exploratory study examined Chinese teachers’ perceptions of the practical uses of Response to Intervention (RTI) in preschool inclusive education settings. A survey and follow-up interviews were conducted to collect information about teachers’ perceptions of RTI implementation feasibility in Chinese inclusive early childhood education. Results indicated that even though preschool teachers had limited understanding of the RTI model, they held positive attitudes toward this model and were willing to participate in the learning of this model. However, teachers held negative attitudes toward use of the RTI model in the current situation. The influencing factors included cultural differences, different educational systems, teachers’ knowledge and experience, inclusive education supporting system, and teachers’ self-efficacy. It is recommended that Chinese teachers’ colleges and normal universities could develop and offer more special education courses for the preschool education major in order to enhance the knowledge and skills of inclusive education for all early childhood education teachers. Preschools should build up better inclusive education supporting systems to enable and support teachers’ practices. In addition, universities and colleges could provide more RTI model training seminars and learning opportunities.

Introduction

The Response to Intervention (RTI) model is defined as “the change in behavior or performance as a function of an intervention” (Gresham 1991, 2002). The RTI model is a systematic three-level model for teaching and continuously assessing students' academic and behavioral performance (He and Zhang 2014). The RTI model has been frequently discussed in the professional articles (Zirkel 2017). Specifically, all children are monitored based on the data-based assessment and decision-making process in their educational system. Their academic progress and behavioral performance are assessed in a timely manner in order to provide a systematic level-based teaching model according to different educational needs. RTI enables children with different educational needs to adapt to learning in general education (He and Zhang 2014). The RTI model includes three tiers of supports: (1) the primary tier, which provides core curriculum and evidence-based instruction for all students; (2) the secondary tier, which provides small group instruction to students who do not respond effectively to the primary level of support; and (3) the tertiary tier, which supports students who do not benefit from secondary tier interventions by providing them with more intensive instruction (National Center on Response to Intervention 2010). The National Center on Response to Intervention (2010) has provided a blueprint of how to define and evaluate the implementation of the RTI model, and emphasizes that RTI is a multilevel preventative approach which aims to improve academic and behavioral performance for all students. Lieberman-Betz et al. (2013) define RTI as a tiered approach to monitor progress and provide early support which includes: (1) targeted, multilevel, and systematic support; (2) intensive support to prevent problems in advance and promote positive effects; (3) data-based practice to guide instruction and timely intervention; and (4) research-based scientific practices.

There are ample descriptions of variations on the RTI model within the literature (Hughes and Dexter 2011, Mellard et al. 2011).The theoretical concept and practice of the RTI model has been effectively carried out in the field of early childhood education in the United States. The number of school districts adopting and implementing the RTI model in the United States has rapidly increased. A survey was distributed to K-12 district administrators by Spectrum K12 School Solutions and the American Association of School Administrators (AASA), Council of Administrators of Special Education (CASE) and the National Association of State Directors of Special Education (NASDSE) in 2010. Approximately 61% of respondents indicated that RTI had been fully adopted or was in the process of being adopted state-wide. One-fourth of states began implementation of RTI in early childhood education. At the Pre-K level, reading is the most common domain in which to implement RTI, followed by the behavioral and math domains (American Association of School Administrators 2010). Multiple models of RTI implementation have been developed for inclusive early childhood education in the United States, such as: Recognition & Response, which focuses on early childhood learning (Buysse and Peisner-Feinberg 2010, He and Zhang 2014); the Teaching Pyramid, which addresses young children’s social and emotional development (Fox et al. 2003, He and Zhang 2014); and Positive Behavior Intervention Support, which is a multitiered intervention approach to improve the social, emotional, behavior, and academic outcomes for all students (He and Zhang 2014). In the United States, the RTI model has been carried out in many states according to state and national policies and regulations. The RTI model combines universal screening, process monitoring, data-based decision making, and continuous intervention to facilitate early detection of difficulties in emotional, behavioral, and academic performance for all children. Research has demonstrated that RTI is an evidence-based practice which can be effectively implemented in inclusive early childhood education in the United States. RTI helps to bridge the gaps between general education and special education by providing timely assessment and instruction for all children, resulting in better outcomes and increased achievement for children with special needs (Brown-Chidsey 2007, Shinn 2007).

However, there are some limitations to existing research on the RTI model. For example, Balu et al. (2015) found that the RTI model was not effective in improving reading outcomes among high school students. Studies on the RTI model in China and other countries have been mainly conducted in the field of special education. The vast majority of the 128 articles published on the RTI model were published in journals of special education and related fields, while only 6% were in general education journals (Hazelkorn et al. 2010). Moreover, the RTI approaches varied because of the evolving practice and research (Fuchs et al. 2012).

Inclusive early childhood education in China

The practice of inclusive early childhood education has gradually developed in China. Shanghai was one of the first areas to explore the placement model of inclusive early childhood education in China. In 1994, designated preschools in Shanghai started to enroll children with intellectual disabilities. At the beginning of this century, the concept of “Early Care and Inclusive Education” was proposed in Shanghai, which advocated to establish special education classes in mainstream preschools and enroll children with mild disabilities and problem behaviors in the general education classes. At present, Shanghai has developed three modes of inclusive education: full inclusion, partial inclusion, and intermittent inclusion. Xu et al. (2006) conducted a study in which parents, special education teachers, and volunteers implemented inclusive education programs in mainstream preschools in Chongqing. The result was satisfactory. General education teachers had more positive attitude toward children with disabilities and gained more special education knowledge and skills. In Sichuan Province, the Qionglai City Education Department collaborated with the Disabled Persons' Federation and medical departments to form an interdepartmental service team, integrating professional resources in education, rehabilitation, and medical care. Similar teams and organizations have been established in Huarong County in Hunan Province and Qinhuai District in Jiangsu Province. Special education professor Meng Deng recommends that government departments strengthen their level of coordination and support for inclusive early childhood education. He suggests that the health department, ministry of education, ministry of civil affairs, and Disabled Persons' Federation should establish a data-sharing model, increase collaboration between general and special education instructors, and coordinate inclusive early childhood education. In 2017, the ministry of education issued the “The Second Special Education Promotion Plan,” which proposed to comprehensively promote inclusive education, facilitate preschool enrollment for children with disabilities, and provide more fundamental services such as functional assessment, intervention, and rehabilitation appliances to eligible preschool students with disabilities.

With the development of Chinese special education, more researchers pay attention to inclusive early childhood education. Chinese scholars mainly focus on introducing and translating literature on the RTI model. Some researchers provide a detailed introduction to the conceptual and developmental background of RTI and the three-level intervention model, analyzing the strengths and weaknesses of the RTI model and implications for children with learning difficulties in Chinese early childhood education programs (Mu and Zan 2011, Liu et al. 2013, He and Zhang 2014). Other researchers analyzed the challenges and issues of the RTI model, such as the lack of curriculum-based assessment tools and lack of professional teachers to design and implement the curriculum (Zhong et al. 2015). However, current research focuses primarily on introducing and describing the RTI model; there is little research on the practical implementation of RTI in China.

Meanwhile, a growing number of children with special needs enroll in the general preschools. Although, there are some inclusive education practices and experiments in Chinese preschools, these are still relatively insufficient compared with the outcomes of the “learning in the regular classes” practice in the primary and secondary schools. There is no relevant statistical data on the current status of inclusive early childhood education, and no gross rate measurement of preschool enrollment for children with disabilities (Ling and Bai 2017). There are many outstanding problems in inclusive early childhood education practice, including how to balance teaching and administrative management and how to improve education outcomes for all children. Other challenges include an insufficient number of inclusive early childhood education teachers, lack of teacher qualification criteria, lack of effective inclusive early childhood education courses and curriculum, and inadequate support of inclusive early childhood education.

The RTI model has produced great achievements in the practice of inclusive early childhood education in the United States. However, there is lack of evidence-based practice (EBP) in inclusive early childhood education in China. Implementation of EBP such as RTI within Chinese inclusive early childhood education programs is of great importance. In addition, the literature on the RTI model in China focuses on theoretical implementation rather than applied research on implementation of RTI. Therefore, to effectively implement the RTI model in Chinese inclusive early childhood education, understanding the feasibility of RTI model implementation may be the first important step.

Using a survey design, this study aims at addressing two broad research questions: (a) How likely is it that the RTI model be used in Chinese inclusive early childhood education, from the perspective of preschool teachers? (b) What are the factors that may affect implementation of the RTI model?

Method

Participants

A total of 139 preschool teachers and administrators from 31 preschools in Nanjing participated in this study. Of all participants, 127 (91.4%) participants were female and 12 (8.6%) were male. There were 74 (53.2%) participants from public preschools and 65 (46.8%) participants from private preschools. 41 (29.5%) participants had a college degree, 93 (66.9%) had a bachelor degree, and 5 (3.6%) had a graduate degree. Participants’ ages ranged from 21- to 53-year old, and years of teaching experience ranged from 1 to 33 years. 78 (56.1%) participants worked in a class with children with special needs, while 61 (43.9%) participants worked in a class without children with special needs.

Survey instrument

One hundred fifty-eight questionnaires were distributed. 150 (95%) questionnaires were collected. Of the collected questionnaires, 139 (92%) were valid.

Two questionnaires were used in this study, including the teacher efficacy for inclusive practices (TEIP) scale (Sharma et al. 2012) and a researcher-designed questionnaire titled “The Feasibility of RTI Implementation in Chinese Inclusive Early Childhood Education” (hereinafter referred to as “The Feasibility of RTI Implementation”).

The Feasibility of RTI Implementation questionnaire included items regarding the participants’ demographic information, understanding and acceptance of the RTI model, willingness to implement the RTI model, and influencing factors of implementation. Questions were divided into three domains, including basic knowledge of inclusive education, professional skills of the RTI model, and feasibility of RTI implementation. To design the questionnaire, the researchers conducted interviews with teachers in preschools with RTI model implementation, including teachers who were not participating in the current study. The researchers also interviewed parents of both typically developing children and children with disabilities who were enrolled in the preschools with RTI model implementation and reviewed the literature on RTI models before developing an initial questionnaire. Professionals in relevant fields were invited to review the initial questionnaire, and some items were revised according to their input. The internal reliability (Cronbach's α) of the questionnaire was 0.93, and the split-half reliability is 0.92, which indicates good reliability. The reliability of the three dimensions were 0.77, 0.83, and 0.89, respectively.

The TEIP scale is an 18-item survey that uses a six-point anchor system with responses from Strongly Disagree (1) to Strongly Agree (6). A higher score on the TEIP scale indicates higher teaching efficacy in an inclusive education setting (Sharma et al. 2012). The TEIP is divided into three subscales, including efficacy in using inclusive instructions, collaboration, and managing behavior (Malinen et al. 2013). The scale’s α coefficient scale was .90, and α value of the three subscales ranged from .75 to .85. The correlations between the three subscales ranged from .53 to .60 (Malinen et al. 2013).

The researchers also designed an interview protocol of “Feasibility of RTI Model in Chinese Inclusive Early Childhood Education.” The outline of interview questions is as follows:

1. Have you heard of the RTI model? What is your understanding of the model?

2. Now that you have gained a basic understanding of the RTI model, are you willing to study this model further? If so, why?

3. Are you willing to implement the RTI model in your inclusive early childhood education practice? Why?

4. Do you think that the RTI model will be used in Chinese inclusive early childhood education practice? What factors may influence the RTI implementation?

5. If you wanted to implement the RTI model into practice, what kind of support would you want/need?

Procedure

The researchers used the convenience sampling method. Paper-and-pencil questionnaires were distributed to teachers with the assistance of preschool principals. As preschool inclusive education is not common in China, sampling was mainly conducted in the inclusive preschools.

The researchers provided a basic explanation of the RTI model to the preschool teachers before issuing the survey. To increase the response rate, the researchers explained that the survey was anonymous and that there would not be any negative impact on teachers for completing the survey. Principals collected the finished questionnaires. As the response rate was high, no follow-up survey was conducted.

Five participants were randomly selected for a face-to-face interview. The interviews were conducted individually by the researchers. Interview consent forms were obtained before the interview. The whole interview was audio recorded. The audio record transcriptions were decoded afterwards for further analysis. Participants were informed that all information would be presented anonymously and used only for the current study.

Analysis

Pearson correlation analysis and regression analysis were used to analyze the data. Using the total scores and subscale scores from the TEIP scale and total scores and domain scores from the researcher-developed questionnaire as variables, Pearson correlation analysis was used to analyze the correlation between individual variables. Standard linear regression analysis was also performed. Independent variables included demographic variables and the three subscales of the TEIP scale. Dependent variables included the professional skills of RTI and feasibility of RTI implementation. SPSS software was used to conduct statistical analysis.

Results

Preschool teachers' personal understanding and acceptance of RTI model

Teachers’ understanding of the RTI model

In response to the question “Do you understand the RTI model?”, 59.7% of participants had no understanding of the RTI model, 19.4% of the participants had heard of the RTI model, and 20.9% had a basic understanding of the RTI model.

Teachers’ attitude toward the RTI model

In response to the statement “All children should be placed in one educational setting to monitor their academic progress and behavioral performance in a timely manner, and then teachers can provide different levels of support and assistance according to different educational needs”, 61.2% of the participants agreed with this statement, 10.1% fully agreed with it, and 28.8% held a neutral attitude.

Teachers’ willingness to learn RTI model

For the question “If your preschool is organizing teachers to participate in the RTI model learning seminar, are you willing to participate?”, 33.1% of the participants expressed their willingness to actively participate. The result also indicated that 25.2% of the participants had neutral attitude, 30.9% of the participants complied with preschool’s arrangement, while 3.6% of the participants refused to participate. Also, there were 7.2% of participants who expressed the willingness of self-learning.

The feasibility and influencing factors of implementing RTI model

Learning and implementing the RTI model

In response to the statement “Preschools should actively learn and implement the RTI model to promote the development of Chinese inclusive early childhood education”, 7.2% of participants fully agreed with this statement while 46% generally agreed. This statement was supported by more than half of the participants. The remaining 46.8% of participants had a neutral attitude toward this statement, and stated that they would learn it if needed.

Feasibility of RTI implementation

Regarding the feasibility of RTI implementation in Chinese inclusive early childhood education, only 15.1% of participants agreed that implementation of the RTI model was feasible in Chinese early childhood education. Among these participants, 12.9% believed the RTI implementation was somewhat feasible, while 2.2% believed it was completely feasible. The result also indicated that, 14.4% of participants did not believe that RTI implementation is feasible in China, and 70.5% of participants believed that it would be very difficult to implement the RTI model in China.

Influencing factors of RTI model implementation

There are many factors influencing RTI model implementation. After the survey research and interviews, the influencing factors mentioned by participants were summarized. As shown in Table 1, these factors included teachers’ knowledge and expertise, current status of Chinese early childhood education and inclusive education, and other professional support (see details in Table 1 in Appendix).

Table 1.

Summary of open-ended statements

Influencing factors	Numbers (n)	Percentage (%)
Little understanding of RTI model, and lack of knowledge and skills of RTI implementation	135	97
Lack of regular supervision and supporting system of inclusive education	122	88
Large number of children and small number of teachers. Teachers do not have enough time and energy to implement RTI.	117	84
Teacher lack of knowledge and expertise of special education, and could not effectively design and implement individualized instruction.	118	81
Heavy work load in the preschool takes energy to implement tired instruction	78	56
Lack of professional guidance and supervision. Preschool teachers are not able to implement tier two and tier three by themselves.	75	54

Relationship between teacher’s individual differences and RTI implementation

The independent variables of the regression analysis were demographic variables, including type of preschool (private or public), gender, age, teaching experience, and education level. Using the total score of “the Feasibility of RTI Implementation” as the dependent variable, the standard regression analysis showed that these variables did not significantly predict the teacher's willingness to implement the RTI model (F(6,132)=14.43, p=.203).

Correlation analysis of “the feasibility of RTI implementation in Chinese inclusive early childhood education” and TEIP scale

As shown in Table 2 Table 2, the Pearson correlation analysis indicated that the feasibility of RTI implementation was significantly negatively correlated with collaboration efficacy and inclusive education efficacy, while other factors were significantly positively correlated (see details in Table 2 in Appendix).

Table 2.

Pearson correlation analysis of “The feasibility of RTI implementation in Chinese inclusive early childhood education” and the TEIP scale

	Professional skills of RTI	Basic knowledge of inclusive education	The feasibility of RTI implementation	Total score of RTI	Inclusive education efficacy	Collaboration efficacy	Behavior management efficacy
Basic knowledge of inclusive education	.622**
The feasibility of RTI implementation	–.159	–.113
Total score of RTI	.728**	.661**	–.067
Inclusive education efficacy	.582**	.660**	–.132	.675**
Collaboration efficacy	.566**	.613**	–.225**	.635**	.796**
Behavior management efficacy	.737**	.769**	–.127	.727**	.713**	.761**
Total score of inclusive education efficacy	.675**	.733**	–.172*	.766**	.744**	.716**	.722**

^**Correlation is significant at the 0.01 level (2-tailed).

^*Correlation is significant at the 0.05 level (2-tailed).

Regression analysis of “the feasibility of RTI implementation in Chinese inclusive early childhood education” and TEIP scale

As shown in Table 3, the regression analysis of inclusive education efficacy (independent variable) and the professional skills of RTI (dependent variable) indicated that inclusive education efficacy can effectively explain 53.4% of the variation in the professional skill of RTI (R²=.534, F(3,135)=53.759, p < .000; see details in Table 3 in Appendix).

Table 3.

The standard regression analysis of inclusive education efficacy and professional skills of RTI

Model		R square	Adjusted R square	F	df1	df2	Beta	Sig. F
1		.544 a	.534	53.759	3	135		.000
	(Constant)							.000
	Inclusive education efficacy						–.072	.523
	Collaboration efficacy						.043	.669
	Behavior management efficacy						.763	.000

^aDependent variable: Professional skills of RTI

As shown in Table 4 Table 4, the regression analysis of inclusive education efficacy (independent variable) and the feasibility of RTI implementation (dependent variable) indicated that inclusive education efficacy can explain 3.7% of the variation in the feasibility of RTI implementation in Chinese inclusive early childhood education (R² =.037, F(3,135)=2.743, p < .05; see details in Table 4 in Appendix).

Table 4.

The standard regression analysis of inclusive education efficacy and the feasibility of RTI implementation

Model		R square	Adjusted R square	F	df1	df2	Beta	Sig. F
1		.057 a	.037	2.743	3	135		.046
	(Constant)							.000
	Inclusive education efficacys						.097	.552
	Collaboration efficacy						–.344	.020
	Behavior management efficacy						.056	.713

^aDependent variable: The feasibility of RTI implementation in Chinese inclusive early childhood education

Discussion

The results indicate that Chinese preschool teachers have an insufficient understanding of the RTI model, but most of them have an open attitude. Since the RTI model is a relatively new concept in China, most teachers have little understanding of the specific content, features, and implementation of the RTI model. However, the basic principle of the RTI model is acknowledged. This acknowledgement provides a solid ideological basis for teachers’ future in-depth study and implementation of the RTI model. The survey showed that some teachers were not willing to learn the RTI model; however, the interview still suggested that teachers of students with special needs had great interest in learning the RTI model. One teacher expressed emotionally that if they had chance to learn about the RTI model earlier, they would have actively applied for the RTI training. They believed that this model would be very useful, particularly with specific students in their classes; they had previously looked for effective ways to support these children with special needs, but were unable to do so due to insufficient knowledge about the inclusive early childhood education and limited energy to pursue effective interventions. However, other teachers who did not have children with special needs in their classes indicated that they were not willing to learn the RTI model. Some teachers explained that they had too many children in their classes and many daily chores. They also explained that there were no children with special needs in their classes, but that they may consider learning it later. Both the interview and survey results show that the motivation for learning the RTI model is based on individual teachers’ needs in the classroom.

Second, although the RTI model is attractive, there are obstacles in the implementation of RTI. During the interview, participants stated more than once that they needed to pay more attention to some children with special needs. They would be completely willing to implement the RTI model in practice if enough support was provided. Although, most participants had strong interest and desire in learning the RTI model, only a few teachers believed that implementation of the RTI model in early childhood education would be feasible. The participants agreed that the RTI model was useful, but many felt that it would only be feasible within the American educational system and culture. Chinese preschools may face some restrictions because of the current educational system. At the same time, due to the shortage of preschool teachers and teachers’ insufficient knowledge of inclusive education, it would be difficult to fully implement the RTI model in a short period of time. The survey and interview responses indicate the need for the RTI model but also show the difficulty in implementing the model.

Third, teachers did not have enough of the professional skills of RTI or expertise in inclusive education to support the implementation of the RTI model. The inclusive early childhood education supporting system has not been well-established. The correlation analysis of “the Feasibility of RTI Implementation” and TEIP scale showed that preschool teachers’ professional skills of RTI and the basic knowledge of inclusive education may not be able to support the RTI implementation. One teacher mentioned in the interview that preschools did not provide regular training or a supporting system for inclusive education. As preschool teachers in the current study had insufficient skills of inclusive education and the RTI model, they may not be able to implement the RTI model without professional guidance and supervision, especially for tier two or tier three. The survey results and follow-up interview indicated that the supporting system of inclusive early childhood education had not been established. Therefore, it would be difficult for preschool teachers to obtain enough support in RTI implementation and inclusive education practice.

In addition, understanding and mastery of RTI implementation skills is an important influencing factor of preschool teachers' inclusive education efficacy. The regression analysis of “the Feasibility of RTI Implementation” and TEIP scale indicated that inclusive education efficacy could effectively explain 53.4% of the variation in the professional skills of RTI and 3.7% of the variation in the feasibility of RTI implementation in Chinese inclusive early childhood education. Thus, the understanding and mastery of RTI implementation skills could greatly impact teachers’ perception of inclusive education, thus, affecting the quality of Chinese inclusive early childhood education. Therefore, in order to improve teachers' understanding of inclusive education, it would be of great value to carry out RTI training. Meanwhile, the correlation analysis of “the Feasibility of RTI Implementation” and TEIP scale also showed that there was a positive relationship between the basic knowledge of inclusive education and the professional skills of RTI. Professional skills of RTI could be an important influencing factor of Chinese inclusive early childhood education.

Limitations

Several limitations should be noted. First, although the survey response rate was very high (95%), the sample size was limited (n = 139). This limited number of participants may influence the results and present an incomplete picture of preschool teachers’ perspective of RTI implementation in Chinese inclusive early childhood education. Second, all participants were from Nanjing. This may restrict generalization of the results and findings, suggesting that the sample may not be representative of overall perspectives of Chinese early childhood education teachers. Third, although the regression analysis of demographic variables such as education levels and teaching experience indicated that there were no statistically significant differences between the acceptance and implementation of RTI models and these variables, the regression equation also showed that education levels and teaching experience played a major role in the equation. This contradiction may be attributed to the fact that the sample included a small number of participants with a graduate degree and/or more teaching experience. If more teachers with a graduate degree and/or more teaching experience are included in the future research, it is more likely that the effect of these variables in the regression equation will be much greater. Given these limitations, it is important that additional research be conducted to expand the sample size and determine if results from the current study generalize to teachers in other cities and provinces in China.

Future directions and implications

As an effective inclusive education approach, the RTI model has had a significant impact on Chinese inclusive early childhood education. However, more efforts are needed to improve the quality and quantity of preschool teachers and design an inclusive education supporting system to support RTI implementation.

In early childhood education majors, special education courses should be set up in order to improve teachers’ skills and knowledge of inclusive education and children with special needs. The survey and interview results showed an insufficient understanding and limited knowledge of special education among preschool teachers. One of the main factors that may cause teachers to have low confidence in RTI implementation is the insufficient expertise in formulating and implementing individualized instruction. Teachers with relevant background knowledge would be more willing and have more confidence to learn and implement RTI model. Therefore, it is imperative to provide more high-quality pre-service training to early childhood education teachers to enhance their knowledge of special education. The “Chinese 13th Five-Year Plan for Improving the Well-Being of People with Disabilities” (General Office of the State Council of the People's Republic of China 2016) points out that it is necessary to reform the special education teacher training model in order to cultivate special education teachers with compound skills. The plan supports qualified normal universities and colleges to offer a series of special education required courses in order to strengthen the construction of special education majors in higher education institutions. It also encourages schools of special education in Nanjing Normal University of Special Education, Beijing Normal University, and East China Normal University to play a role in special education teacher training. The “Second Special Education Enhancement Plan” emphasizes the importance of supporting expansion and enrollment of the special education major and improving training quality in normal universities and colleges. The plan also encourages qualified higher education institutions to cultivate more special education teachers for preschools, general education high schools, and vocational education schools. However, current implementation is far from meeting these policy requirements. Some research showed that, although many universities and colleges had already set up a few special education elective courses, the curriculum and goals of these courses were not suitable for general education teachers’ role in mainstream classes. These courses focused on theoretical knowledge but did not combine theoretical knowledge with inclusive education practice (Feng et al. 2016). Some early childhood education majors provide a course on early childhood special education, but this course is not sufficient to provide comprehensive knowledge and skills of inclusive early childhood education. Furthermore, the course curriculum may not be up to date with current practice of inclusive early childhood education. Therefore, to effectively implement inclusive education models such as the RTI model, normal universities and colleges should set up series of special education courses which combine theoretical knowledge and inclusive education practice in order to improve the quality of early childhood education teachers’ pre-service training.

Inclusive education supporting system should be actively constructed to enhance the expertise of early childhood education teachers. The survey results indicated that the inclusive early childhood education supporting system has not yet been established, meaning that teachers lack support to implement the RTI model. In order to improve the quality of inclusive early childhood education for children with special needs, it is necessary to construct a supporting system including: (1) national government policies and inputs in providing resources and guidance of inclusive education for children with special needs; (2) active participation by all preschool teachers in creating an inclusive early childhood education environment; (3) adjustment of the facilities and resources of preschools; (4) additional approaches to improve teachers' professional skills; (5) implementation of evidence-based instruction and intervention strategies in practice; (6) participation and support from special education professionals.

In this survey and interview, these elements of a supporting system were mentioned mostly as influencing factors of RTI implementation. Research has demonstrated positive effects of the RTI model. If the intervention was not satisfactory, other special education services could provide the necessary supports and remedies (Maier et al. 2016). Therefore, it is necessary to actively construct an inclusive education support system by establishing positive collaboration with early intervention agencies, special education institutions, communities, and families, which would enable teachers to implement the RTI model, especially tier two and tier three, more effectively.

It is significant to carry out RTI training seminars and continuous evaluation to improve teachers’ expertise. The professional skill of RTI is an important influencing factor of the effectiveness of teachers' inclusive education practice. As the effective outcomes of RTI model has been proved by many research, many states in the United States have guiding programs, and even a few states have mandatory RTI implementation (Zirkel 2018). It is worthwhile to implement the RTI model in Chinese inclusive early childhood education. Therefore, carrying out RTI training seminars and continuous evaluation could be effective in improving teachers’ inclusive education expertise. Continuous RTI training on the basis of professional pre-service training should be provided, such as regular training seminar of inclusive education and periodical training evaluation and feedback.

To implement RTI model in Chinese preschools, preschool teachers must first master the RTI implementation approach. This could be achieved by providing pre-service support through training seminars and regular guidance. Teachers then need to try to implement the RTI model into their daily practice. Within a comprehensive inclusive education model, the main practitioners of all three tiers of the RTI model are preschool teachers. Therefore, it is very important to provide technical support with complex tasks such as how to use assessment tools, design instruction and intervention, and work with other professionals to develop individualized education plans. These supports are significant in building up teacher’s confidence of RTI implementation.

Summary

This study sought to examine the feasibility of RTI implementation in Chinese inclusive early childhood education. The results indicated that preschool teachers were generally unfamiliar with the RTI model and not very motivated to learn. More than half of the teachers supported that the RTI model should be implemented in the preschools, but very few teachers believed that they could actually implement the RTI model. The types of preschools, teachers’ gender, age, teaching experience, and education levels did not affect teacher's willingness to implement the RTI model. The factors that affected willingness to implement RTI included whether or not there were children with special needs in the class and how the teacher understood children with special needs. Many preschool teachers believed that RTI implementation would face difficulties and not be very feasible. The influencing factors of RTI implementation included the support from teachers, administrative level, and other professionals, teacher's knowledge and skills of RTI implementation, teachers' willingness to learn and implement the RTI model, teachers' knowledge of special education, and supporting system in the preschools.

Funding Statement

This research is funded through the Jiangsu Provincial Higher Education Philosophy and Social Science Research Programs on the project: “The application research of RTI model in Chinese inclusive early childhood education.” Project number: 2018SJA0652.

Disclosure statement

No potential conflict of interest was reported by the authors.