This review analyzes studies carried out between 2008 and 2018 which examined the educational impact of interventions based on the Universal Design for Learning (UDL) for students with Intellectual Disabilities (ID). The review aims to determine the research designs and methods of these studies, and their interventions and effectiveness. Seven studies met the inclusion criteria used in this review. The review demonstrated the diversity of research designs and methods used, which included quantitative, qualitative and mixed methods. The interventions included the use of digital environments, e-books, shared stories, audio systems, software and educational activities; all based on the principles of UDL. The reviewed studies confirmed the effectiveness of these interventions in educating such students, whether in academic, social or behavioral aspects. The study recommends further research to give greater clarification of the impact of UDL on the academic, social and behavioral aspects of the education of students with ID. It also recommends increasing the number of research participants and using a qualitative approach to better understand the lived experience of applying these interventions.

本综述分析了 2008 年至 2018 年间开展的研究，这些研究考察了基于通用学习设计 (UDL) 的干预措施对智障 (ID) 学生的教育影响。审查旨在确定这些研究的研究设计和方法，以及它们的干预措施和有效性。七项研究符合本综述中使用的纳入标准。审查展示了研究设计和所用方法的多样性，包括定量、定性和混合方法。干预措施包括使用数字环境、电子书、共享故事、音频系统、软件和教育活动；全部基于 UDL 的原则。审查的研究证实了这些干预措施在教育此类学生方面的有效性，无论是在学术上，社会或行为方面。该研究建议进一步研究，以更好地阐明 UDL 对智障学生教育的学业、社会和行为方面的影响。它还建议增加研究参与者的数量，并使用定性方法来更好地了解应用这些干预措施的生活经验。