Children with disabilities perform lower in mathematics than their peers without disabilities, and this gap widens from ages 7 to 13 (Wei, Lenz, & Blackorby, 2013). Of even greater concern is that fifth-grade children with mathematics disabilities continue to perform in the bottom quartile of their grade in high school (Shalev, Manor, & Gross-Tsur, 2005). This trend leads educators to ask the question: With multiple tiers of instruction, why do low-performing children in the elementary grades continue to struggle with mathematics?
Hughes, E. M., Powell, S. R., & Stevens, E. A. (2016). Supporting clear and concise mathematics language: Instead of that, say this. Teaching Exceptional Children, 49(1), 7–17. doi:10.1177/0040059916654901