Students who are identified as having a disability, according to the Individuals with Disabilities Education Act (IDEA), are guaranteed a Free Appropriate Public Education (FAPE) that provides them access to the general curriculum (IDEA Regulations, 34 C.F.R. § 300.39 [a][3]liil). NCTM and CEC believe that for students with disabilities, mathematical learning is a shared responsibility between mathematics educators, special educators, administrators, related service providers, families, and other interested partners who must work within the limits of their professional knowledge and skills. This means educators need to know when to collaborate to support the educational needs of their students in specific content areas. It is critical to align what mathematics students learn, how they will learn it, and how they will be assessed. Teaching mathematics to students with disabilities is a complex undertaking and should involve the shared knowledge and expertise of professionals working together as a cohesive team. Within the multiple frameworks and evidence based on mathematics teaching and learning, NCTM and CEC find compelling and shared points of convergence: (1) Students with disabilities have a right to access and be provided with appropriate supports to be successful with Grade/Course-Level Content; (2) Students with disabilities have a right to high-quality instruction aligning with content and intervention designed to facilitate success with grade-level content; and (3) Students with disabilities have a right to be supported by educators who believe in their abilities.