JOURNAL ARTICLE

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

  • Published In: Research & Practice for Persons with Severe Disabilities, 2025, v. 50, n. 4. P. 289 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Kim, Geonhwa; Joo, Sean; Kurth, Jennifer A.; Tuck, Kathleen N. 3 of 3

Abstract

This article focuses on a meta-analysis evaluating the effectiveness of interventions supporting elementary students with intellectual disability in inclusive general education classrooms. Analyzing 14 single-case design studies that met What Works Clearinghouse (WWC) standards, the findings indicate that interventions—predominantly systematic instruction—produce statistically significant and large positive effects on student outcomes, with evidence of increasing gains over time during intervention phases. The study highlights the need for more methodologically rigorous and diverse research designs to further advance inclusive educational practices and recommends that practitioners and teacher education programs emphasize evidence-based strategies like systematic instruction to support these students effectively in general education settings.

Additional Information

  • Source:Research & Practice for Persons with Severe Disabilities. 2025/12, Vol. 50, Issue 4, p289
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2025
  • ISSN:1540-7969
  • DOI:10.1177/15407969251328662
  • Accession Number:189237525
  • Copyright Statement: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.)

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