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The article addresses the theme of early educational intervention and examines the conditions and modalities through which Response to Intervention (RTI) can be effectively implemented in school contexts, becoming an integral part of the teacher’s methodological repertoire. Through a systematic review of international literature, this study presents the results of a narrative synthesis on the perceptions and attitudes of teachers who have adopted RTI. The intention is to synthesize the main advantages and criticisms associated with this methodology, highlighting its potential impact on teachers' professional development.