Each year, the TASH Conference brings together a diverse community of stakeholders who gain information, learn about resources, and connect with others across the country to strengthen the disability field. This year’s conference theme, “Be Creative - Innovative Solutions for an Inclusive Life,” reminds us to think outside the box during times of uncertainty. Creativity, innovation, and determination can pave the way for meaningful and inclusive lives for people with disabilities.
Responding to policy, practice focused on supporting students with intellectual and developmental disabilities (IDD) in general education classrooms requires a strong understanding of research-supported interventions. This systematic review took an innovative and creative look at inclusive classrooms by examining interventions evaluated in general education classrooms for secondary students with IDD and describing the involvement of the general educators in those interventions. Forty studies evaluated interventions involving 177 students with IDD and approximately 108 general educators. Available intervention approaches fell within five categories: self-management interventions, peer support interventions, peer-mediated social interventions, systematic instruction interventions, and educational placement interventions. Moreover, general educators were reported to have involvement in six areas: consultation/planning, peer arrangements, implementation, social validity, data collection, and general instruction. Most interventions aimed toward social outcomes, with less attention focused on academic attainments. Findings highlight the need for continued research (a) in secondary general education classrooms, (b) addressing the active involvement of general educators, (b) examining the effectiveness of inclusive interventions, and (c) using of rigorous methodology. Limitations and implications for research and practice are discussed.
