Abstract
Increased attention is being paid to students who demonstrate difficulty in learning and applying mathematics concepts. The purpose of this special series was to address issues related to students and mathematics learning disabilities (LD). We identify Response to Intervention (RtI) as it relates to early mathematics instruction and a multi-tiered service delivery system. Further, because RtI has focused primarily on young children and the prevention of LD, we present information about older students who have been identified as having mathematics LD and provide strategies for helping them access the general education curriculum. Six papers on various mathematics topics, grade levels, and service delivery will be provided in this special series. Authors report findings on research efforts and offer implications for practice.
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