A Meta-Analysis of Interventions to Support Elementary Students With Intellectual Disability in General Education Classes

Abstract

Students with intellectual disability have encountered challenges related to inclusive placement, spending less time in general education classrooms, and experiencing slower progress in accessing inclusive settings. To support their needs and success in inclusive classrooms, research-based and effective interventions should be provided. We conducted a meta-analysis of the literature on interventions conducted in elementary general education classes for students with intellectual disability. Among 17 included articles, 14 designs from nine articles that met What Works Clearinghouse standards for single-case design research were analyzed for outcome analysis. Results demonstrated that interventions to support elementary students with intellectual disability in general education classes produced statistically significant and large effects on outcomes. Systematic instruction was the dominant intervention approach used. More high-quality studies with diverse research designs and contextual considerations are needed to advance inclusive practice for this population. Additional implications for research and practice are discussed.