HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, vol.37, no.1, pp.403-423, 2022 (ESCI)
Response to intervention is one of the most important educational reforms of the 20th century before directing students at risk group to special education. In this study, applied studies carried out longitudinally within the scope of response to the intervention were reviewed. In this context, it was conducted between January, 2004- December, 2017 and published in English. Thirty longitudinal studies were examined in terms of various variables such as student characteristics, teaching contents, results and limitations in the risk group. The findings indicate that the studies that are subject to the response to the intervention are conducted with groups with the risk of reading difficulty, and the response to interventions with the groups with the risk of mathematics difficulty and those with the risk of behavioral disorders are less. As a result, it was revealed that the school success of the students in the risk group may increase with the direct special education, various teaching adaptations and arrangements and more intensive education when necessary, long-term practices are effective and there may be a decrease in the rates of directing the students in the risk group to special education. The findings were discussed by considering the literature. Several recommendations to support the viability of developing countries such as Turkey, the education system is presented.