Instruction and support for students with intellectual disability in general education classes should be informed by research-based interventions. In this systematic review, we examined the focus and impact of interventions delivered in inclusive classes to support middle and high school students with intellectual disability. We identified 40 intervention studies involving 177 secondary students with intellectual disability attending a range of core academic and elective classes. These multicomponent interventions fell within five primary categories: systematic instruction, peer support arrangements, self-management strategies, peer-mediated communication interventions, and educational placement changes. Although the overall focus was fairly balanced across academic, social, and behavioral outcomes, each intervention approach prioritized somewhat different dependent measures. Moreover, although the impact of the interventions on most outcomes was positive, the methodological quality of these studies was somewhat varied. We offer recommendations for future research and practice aimed at strengthening the availability and implementation of effective interventions within inclusive secondary school classes.

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通识教育课堂支援智障中学生的干预措施回顾

应通过基于研究的干预措施为普通教育课程中智障学生的指导和支持提供信息。在本系统评价中，我们研究了在包容性课堂中提供的干预措施的重点和影响，以支持智障中学生。我们确定了 40 项干预研究，涉及 177 名参加一系列核心学术和选修课的智障中学生。这些多元干预分为五个主要类别：系统指导、同伴支持安排、自我管理策略、同伴中介的交流干预和教育安置变化。尽管总体重点在学术、社会和行为结果方面相当平衡，每种干预方法优先考虑不同的相关措施。此外，尽管干预措施对大多数结果的影响是积极的，但这些研究的方法学质量有所不同。我们为未来的研究和实践提供建议，旨在加强包容性中学课堂中有效干预措施的可用性和实施​​。