The history of academic intervention demonstrates multiple long-standing methods to address students' with disabilities academic shortcomings. Educators have wrestled with implementing interventions to best serve students with disabilities at the federal, state, and local levels. Many programs have received funding. However, students with disabilities still have a significantly lower four-year graduation rate. Academically unsuccessful students with disabilities face a litany of challenges during adulthood. While academic interventions have faltered, research demonstrates there is still room for optimism. Emphasis on developing inclusionary practices and multi-tiered support systems has revealed promising results. All students benefit from school-wide interventions that focus on academics coupled with behavioral and social-emotional needs. Teacher training directly correlates with program efficacy for intervention programs. This training must be consistent and may best suit educators if initially implemented during preservice training. The benefit of the dissertation in practice is that the body of work can be localized. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]