ABSTRACT
The purpose of this chapter is to describe mathematics interventions and approaches that could be used within multi-tiered systems of support or a response to intervention (RTI) framework. We will provide information about the nature of these interventions and the settings in which they have been studied. In addition, we will discuss RTI in terms of the strength of the impact of the instructional programs or approaches on mathematics outcomes for secondary students with learning disabilities (LD) and mathematics difficulties (MD). There is a critical need for effective interventions in mathematics for secondary grades, since current data from the National Assessment of Educational Progress (NAEP, National Center for Education Statistics, 2013) indicate that 65% of students with disabilities cannot meet basic standards of mathematics competence compared to 21% of students without disabilities.
