This dissertation examined the use of i-Ready as an effective intervention strategy for students with disabilities in reading and mathematics during the 2016–2017 school year. Sixty-six students were identified as students with disabilities in the following categories: Emotionally Disabled, Intellectual Disability, Multiple Disabilities, Language/Speech Impaired, Specific Learning Disabled in one or all subjects, Autism, and Other Health Impaired. Using multiple independent sample t-tests and the i-Ready Diagnostic as the outcome measure, these analyses found that students in inclusion classrooms (in which students with and without disabilities learn together) scored statistically significantly higher in the spring than the fall in reading and mathematics. Resource students (i.e., students with disabilities who received specialized instruction outside of the general education classroom) also experienced statistically significantly greater scores in the spring compared to the fall in reading. This study meets ESSA Level 3 criteria.
