A systematic review of mathematics interventions for primary school students with intellectual disabilities

This systematic review investigates the characteristics of effective mathematics interventions for students with intellectual disabilities (ID) age 5 to 12, focusing on early numeracy, arithmetic, and arithmetical problem solving skills. Twenty studies from 2008–2020 were reviewed: 17 had a single-subject design three group-comparison design. The included total 135 ID. Consistent previous studies, analysis showed that explicit instruction feedback use manipulatives are instructional approaches strategies study reveals well-structured, high intensity learning sequences adapted students’ achievement level. an intervention requires careful consideration number sessions per week their duration. Further should investigate which strategy is most each type skill optimum interventions.