Interventions in general education for students with disabilities: a systematic review

Abstract

Implementing effective interventions in general education increases the chances of success for students with disabilities. Often the effectiveness of interventions is not known. The aim of this review was to investigate what interventions are used in general education and what is known about their effectiveness so that educational institutions can exchange best practices and students with disabilities have better opportunities for successful participation in general education. A systematic literature search was conducted in four databases. Three investigators assessed the relevance of the studies identified. In only half of the studies is information on the effectiveness of interventions reported. Due to enormous variety in the types of interventions, effect measures, disability groups, and focus on different types of education, we chose to focus on reading interventions for improving the reading skills of students with reading and/or learning disabilities. Other interventions are shortly mentioned. All of the eight reading interventions found seem to have positive influences on reading skills. However, the methodological quality in some studies was low. Still, recommendations for actual interventions in general education are made. Measuring the effectiveness of interventions systematically and publishing the information helps others to implement effective interventions without having to reinvent them.

An analysis of research on inclusive education: a systematic search and meta review

“…There were 12 reviews regarding attitudes towards IE (Alkhateeb, Hadidi, and Alkhateeb 2016;Armstrong 2014;Bates et al 2014;Byrne 2013;de Boer, Pijl, and Minnaert 2010, 2012Kurniawati et al 2014;Loreman 2014;Qi and Ha 2012;Reichrath, de Witte, and Winkens 2010;Roberts and Simpson 2016). Attitudes refer to perceptions, views, beliefs, feelings, and the predispositions of actors towards something or someone (Alkhateeb, Hadidi, and Alkhateeb 2016;de Boer, Pijl, and Minnaert 2010, 2012Kurniawati et al 2014).…”

“…Loreman ( 2014) points out that "inclusion is realized mainly at the classroom level" (468). Within the selected reviews, eight described practices that foster IE (De Vroey, Struyf, and Petry 2016;Fluijt, Bakker, and Struyf 2016;Giangreco, Suter, and Doyle 2010;Kaya, Blake, and Chan 2015;Qi and Ha 2012;Reichrath, de Witte, and Winkens 2010;Roberts and Simpson 2016;Watkins et al 2015). Practices to enhance IE for SEN students can be divided into two categories; additional support by teachers and support by peers.…”

Rights, Equality, Educational Provisions and Facilities for Students with Disabilities in Thailand: Legal and Practical Perspectives over the Past Decade

“…In addition, in the United States, there is applied research focused on whether there has been effective implementation of educational provisions and assistive technologies for students with disabilities. Thus, cost-benefit studies such as statistical predictions, factor analysis for identifying sources of payment, comparative as well as qualitative studies to promote effective participation by stakeholders, especially persons with disabilities and their families, have been conducted throughout the decade (Wheaton & Hertzfeld, 2002;Parette & Brotherson, 2004;Carlson & Ehrlich, 2006;Kaye et al, 2008;Reichrath et al, 2010;Winkler et al, 2010). Based on research results, the assumption is that these societies would be able to provide a fund of information for more effective provision of educational services for persons with disabilities.…”

The ‘Why, What and How’ of Inclusion from the Practitioner's Point of View: Inclusion of Immigrant Children in the Norwegian Educational System

“…question still remains only partly answered in terms of empirical research. Thus, the field in general is in need of more methodologically sound and empirically embedded arguments that provide insight into specific conditions, circumstances and contexts in which inclusive measures are advantageous in comparison with traditional special education programs (Farrell, 2001;Reichrath et al, 2010).…”