Systematic Review of Interventions Supporting Elementary Students With Intellectual Disability in General Education Classes

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.