All students, including students with learning disabilities, deserve a mathematics education that successfully prepares them for their future endeavors. This preparation includes effective instruction in algebra, which is known as the gatekeeper to post-secondary schooling, employment, and constructive citizenry. However, majority of students with learning disabilities are below proficient in mathematics, specifically in algebra, warranting the identification of effective algebra interventions for students with learning disabilities. The present study employed a single subject, multiple-probe across participants design to examine the impact of a virtual-representational-abstract integrated intervention on the algebra performance of high school students with learning disabilities. Results from the study indicate that the virtual-representational-abstract integrated intervention was effective in increasing and maintaining the solving system of equations performance of students with learning disabilities. Following the intervention, students accurately solved systems of equations problems without virtual manipulatives and, in some capacity, transferred their knowledge to solving word problems. In addition, students found the intervention to be useful and enjoyable. The present study addresses a significant gap in the research literature on the algebra needs for students with learning disabilities. [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.]