ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The part discusses the significant difficulty in implementing response to intervention (RTI) at the secondary level stemming in part from the structural and pedagogical challenges of secondary schools. The part provides a review of mathematics interventions, and Kelly J. Williams, Elizabeth Stevens, and Vaughn review reading interventions at the secondary level broken down across the three tiers. Pedagogically, professionals hired to teach within secondary schools are content experts, and well-versed in teaching practices appropriate for their discipline. However, content area teachers usually only take one course during their preparation program dealing specifically with the characteristics and learning needs of students with disabilities.
