The response-to-intervention approach was initially proposed to solve a problem associated with the identification of learning disabled children. Over time, it evolved into an approach intended to prevent learning disabilities and a multi-tiered system of support for learners. The goal of the present paper is to describe the main steps of this evolution and the main components of a multi-tiered system of support. We also relate this approach explicitly to the other papers in this special issue, namely the management of its implementation and the inclusion of mathematics as a teaching subject and behaviour regulation. Finally, we briefly discuss the contribution of the response-to-intervention framework to the field of education.