School-based interventions for primary and secondary school students with intellectual disability: A scoping review

IF 3.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research Pub Date : 2026-01-01 Epub Date: 2026-02-16 DOI:10.1016/j.ijer.2026.102960

Lucija Batinović , Marta Topor , Ida Henriksson , Marcus Allgulin , Xandee Pescador , Elin Jonsson , Catriona Windsor , Ana Krilanovic , Rickard Carlsson , Henrik Danielsson

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引用次数: 0

Abstract

This scoping review mapped school-based interventions for K-12 students with intellectual disability (ID; IQ ≤75 or a diagnosed intellectual disability), focusing on outcomes, theoretical frameworks, study designs, and research transparency. A systematic search across six databases identified 952 studies, published 2000-2023. The most common interventions were assistive or instructional, primarily targeting academic outcomes. Multiple probe designs were the most prevalent study method, with frequent reliance on non-standardized measures. Reporting on theoretical frameworks was limited, and adherence to open science practices, including data sharing and ethics statement reporting, was minimal. The findings highlight the need for improved methods to synthesize prevalent single-case evidence in this field. Furthermore, the limited engagement with open science practices warrants exploration of barriers to and support for their implementation.

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中小学生智障的校本干预：范围检讨

本研究对K-12智力残疾学生（ID、IQ≤75或被诊断为智力残疾）的学校干预措施进行了范围综述，重点关注结果、理论框架、研究设计和研究透明度。在6个数据库中进行了系统搜索，确定了2000年至2023年发表的952项研究。最常见的干预措施是辅助性或指导性的，主要针对学业成绩。多探针设计是最普遍的研究方法，经常依赖于非标准化测量。关于理论框架的报告是有限的，对开放科学实践（包括数据共享和伦理声明报告）的遵守程度是最低的。研究结果强调需要改进方法来综合该领域普遍的单一病例证据。此外，对开放科学实践的有限参与需要探索其实施的障碍和支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.20

自引率

3.10%

发文量

141

审稿时长

21 days

期刊介绍： The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.