After third grade, math failure is highly resistant to intervention. This leads to inadequate implementation of recommended practices. Most interventions lack the comprehensiveness needed to meet the multifaceted problems of students with disabilities who perform poorly in reading, writing, or math. Although an instructional program may address one difficulty a student experiences, it often fails to address other problems. Early reading, writing, and math instruction for students with disabilities focuses almost exclusively on basic skills.
Insufficient attention is given to comprehension and knowledge application.
For students with disabilities, attention to fluency, transfer, and maintenance is essential.