The field of education has and continues to undergo many changes in the effort to implement new initiatives that are designed to improve the outcomes for all students. For example, the 2004 reauthorization of the Individuals with Disabilities Act (IDEA) required scientifically-based interventions, documentation of response, in order to determine eligibility for specific learning disabilities. Therefore, the West Virginia Department of Education (WVDE) developed structured school-wide programs to support its counties. Boyer & Palenchar (2005), reported some of the barriers that may prevent risk taking in the educational environment. They include teacher attitudes about initiatives and their practice habits. Administrators faced with changes may encounter the barriers of having to consider the use of staff, funding for programs, and provision for professional development.
Sustainability is another barrier according to McKeown (2002). It is considered the greatest obstacle when there is a lack of clarity regarding goals. Often, stakeholders have the idea that the reformed system may not be the best solution, therefore it may not last.
Boyer L. & Palenchar L. (2005). Response to intervention: Implementation of statewide system Rural Special Education Quarterly, 27(4).
McKeown, R. (2002). Reorienting education. The education for sustainable development. Retrieved from http://www.esdtoolkit.org/discussion/reorient.htm
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