Systematic Review of Interventions Supporting Elementary Students With Intellectual Disability in General Education Classes.
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| Title: | Systematic Review of Interventions Supporting Elementary Students With Intellectual Disability in General Education Classes. |
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| Authors: | Kim, Geonhwa1 (AUTHOR) geonhwakim@ku.edu, Kurth, Jennifer A.1 (AUTHOR), Tuck, Kathleen N.1 (AUTHOR), Loyless, Roxanne1 (AUTHOR) |
| Source: | Research & Practice for Persons with Severe Disabilities. Sep2026, Vol. 51 Issue 3, p195-213. 19p. |
| Subject Terms: | *Reading, *Psychology of school children, *Students with disabilities, *Teaching methods, *Problem solving, *Intellectual disabilities, *Academic achievement, *Special education, *Interpersonal relations, *ERIC (Information retrieval system), *Children, Self-management (Psychology), Affinity groups, Descriptive statistics, Systematic reviews, Social support, Data analysis software, Psychosocial factors, Psychology information storage & retrieval systems |
| Geographic Terms: | United States |
| Abstract: | To best support progress for students with intellectual disability in general education classes, it is essential to identify research-based interventions and the contexts in which they are implemented. Extending Kuntz and Carter, researchers examined experimental studies conducted in inclusive classes to support elementary students with intellectual disability, aiming to develop a comprehensive understanding of interventions to support these students in general education settings. A search yielded 17 studies using single-case designs published before July 2024. Variables of interest related to participants, setting, intervention, dependent variables, generalization and maintenance, and social validity were coded. Key findings include five intervention approaches (i.e., systematic instruction, self-management strategies, peer-support arrangements, peer-interaction arrangements, inclusive instructional grouping), each targeting academic, behavioral, social, or combined outcome domains. Systematic instruction was the most frequently implemented approach, consistent with findings from secondary inclusive settings. In contrast, elementary students with intellectual disability were rarely engaged in peer-mediated or self-directed strategies, highlighting a notable difference from secondary settings. On the basis of these findings, we discuss implications for future research and practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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