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Although promoting inclusive education for students with disabilities has received significant attention internationally, reviews of the international intervention literature have not been conducted. This paper describes the results of a literature review of the past 15 years of peer-reviewed, empirical articles published in English- and Spanish-language journals to identify trends in research on supports implemented to enhance student-level outcomes in inclusive K-12 settings with students with disabilities. Intervention methods, findings, and trends were compared across the English and Spanish literature. Only 98 articles were identified that implemented and assessed outcomes in inclusive settings in the English-language literature, and the total number of participating students with disabilities was 12,896. Students with more extensive support needs were more frequently represented in the research than students with less extensive support needs. About one half of the studies targeted interventions to enhance instructional supports to improve students' general education curriculum-related skills and knowledge. The four intervention studies identified in the Spanish-language literature totaled 219 participants, and all four studies investigated participation supports. Implications for future research to advance inclusive practices internationally are discussed.

Inclusive education of students with disabilities in general education contexts has been a global movement for at least 30 years. We completed a systematic review of articles published in English- and Spanish-language peer-reviewed journals to obtain an international perspective on the status of inclusive education research and practice regarding students with disabilities, as reflected in the literature from 2002 through 2016. Our literature search, which involved two parallel searches to compare and contrast articles published in the English and Spanish professional literature, yielded 2380 articles which were categorised into seven categories: theory, descriptive, attitudinal, literature review, intervention, and non-inclusive. For both the English and Spanish literature, the most two common article types were theory and descriptive. The number of intervention articles, with findings on the efficacy of interventions to promote inclusive practices, was drastically lower in the Spanish literature. Implications for advancing future research and practice are discussed.

The construct of support needs has become a key aspect for the diagnostics, classification, and interventional management of autism spectrum disorders (ASDs). However, instruments specifically designed to assess support needs in this population are not available. Currently, the Supports Intensity Scale for Children (SIS-C), which could be administered to assess students with any type of intellectual disability (ID), is the only valid tool able to assess support needs in Spain. Our aim was to verify whether the SIS-C is useful for assessing the support needs of students with ASD, regardless of whether or not they present ID. The participants were subdivided into two groups. One group included students with ASD and ID (n = 248), and the other comprised participants with ASD without an ID (n = 44). The results of the two groups were compared with those reported in the original validation sample of the SIS-C, which involved participants with ID without ASD (n = 566). The results showed that this scale could be useful for assessing support needs in the three subgroups, but it appeared that different standardized norms based on the characteristics of each specific population would be appropriate. [ABSTRACT FROM AUTHOR]

Background/Aims. Medical and behavioral needs are relevant in organizing and providing support strategies that improve the quality of life for children, along with their families. The present study aims to examine the impact of medical and behavioral needs on the need for support of children with disabilities. Methods. Health and education professionals were interviewed using the Supports Intensity Scale-Children's version to estimate the support needs of 911 children and adolescents (5-16 years) with an intellectual disability, including 55.32% with an additional disability. For data analysis, a model for measuring support needs was specified, consisting of seven support needs factors and three method factors. In estimating the model, four groups of medical and behavioral needs were considered. The factor scores' means of the groups were compared through t -tests. Results. Medical and behavioral needs had an impact on overall support needs. Differences were found in all support domains for medical needs. The greatest influence of behavioral needs was found in the Social and School participation areas but was indistinguishable between the mild and moderate levels of needs. Conclusions. Medical and behavioral needs greatly affect the need for support in a child's daily life, so they need to be considered a priority for support services. The importance of standardized assessments is emphasized to help develop support strategies. [ABSTRACT FROM AUTHOR]

Although promoting inclusive education for students with disabilities has received significant attention internationally, reviews of the international intervention literature have not been conducted. This paper describes the results of a literature review of the past 15 years of peer-reviewed, empirical articles published in English- and Spanish-language journals to identify trends in research on supports implemented to enhance student-level outcomes in inclusive K-12 settings with students with disabilities. Intervention methods, findings, and trends were compared across the English and Spanish literature. Only 98 articles were identified that implemented and assessed outcomes in inclusive settings in the English-language literature, and the total number of participating students with disabilities was 12,896. Students with more extensive support needs were more frequently represented in the research than students with less extensive support needs. About one half of the studies targeted interventions to enhance instructional supports to improve students' general education curriculum-related skills and knowledge. The four intervention studies identified in the Spanish-language literature totaled 219 participants, and all four studies investigated participation supports. Implications for future research to advance inclusive practices internationally are discussed. [ABSTRACT FROM AUTHOR]