ABSTRACT
This chapter aims to describe mathematics interventions and approaches that could be used within multi-tiered systems of support or a response to intervention (RTI) framework. It provides information about the nature of these interventions and the settings in which they have been studied. The chapter discusses 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). Students who struggle in mathematics within a general education classroom may benefit from interventions that incorporate research-based instructional design elements. As such, replacing the less explicit classroom curriculum with the more explicit curriculum would be considered a Tier 1 intervention that is given to all students. Aspect of the conceptual framework of the chapter involves the instructional methods or practices that are characteristic of successful programs for students with LD and MD.
