Integers present a global challenge for students due to their abstract nature and complex operations. To delve into the challenge students encountered, error analysis served as an alternative method to investigate errors diagnostically. This study aimed to explore error patterns related to integer addition and subtraction among seventh-grade students with and without disabilities. We designed a measure and employed systematic coding to identify levels of misconceptions and compared errors between the two groups. The results indicated that (a) students struggled more with integer subtraction problems than addition problems, specifically the problem type (-2)-(-3); (b) students with disabilities struggled with integer addition more, involving one negative addition problem type; (c) both groups made conceptual and procedural errors frequently in subtraction, indicating more severe misconceptions, while students with disabilities committed more conceptual and procedural errors in integer addition. In addition, students without disabilities demonstrated more carelessness across problem types, while students with disabilities tended to make more omission errors; and (d) error patterns included misinterpreting signs, determining the negative symbol within parentheses, disregarding unary/binary signs, omitting a negative sign for the final answer, relying on rote memorization, and misusing the number line. This study sheds light on students' difficulties with integers and offers valuable implications for educators and researchers. Based on these findings, teachers may consider providing differentiated instruction for students with and without disabilities concerning problem types, error types, and error patterns. [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.]