This report summarizes findings of current research supported by the Office of Special Education Programs on effective mathematics instruction for students with disabilities. The first brief article notes that most special education teachers do not have sufficient knowledge about the National Council of Teachers of Mathematics Standards and this undermines their ability to provide support to students with disabilities. Next, examples are offered of effective ways to help students know and do math. The distinction between meaningful understanding and rote computation is illustrated with the subtraction concept. Other examples show the integration of math facts with more conceptual algorithms for basic operations to improve math skills, various approaches to mathematics word problems, and direct instruction in mathematics strategies. Insets provide additional information on basic principles for doing subtraction, cognitive processes associated with problem solving, and information on a software package for blind students. Another article provides guidance for helping students with disabilities participate in statewide math assessments. Covered are assessment accommodations, implications of student performance on standards, a CD-ROM on word problems for students who use sign language, and resources from the National Center on Educational Outcomes. (DB)