This study explores teachers’ perspectives on Response-to-Intervention (RTI) aligned practices in identifying and supporting students with learning disabilities (LDs) from the perspectives of teachers in Saudi Arabia. Using a qualitative case study design under the interpretivists’ perspective, semi-structured interviews were conducted among 13 teachers across selected schools. The qualitative data were analysed using the Braun and Clarke’ thematic approach. 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.
Almulla et al. (Thu,) studied this question.