Van Herwegen, Jo;
Masterman, Thomas;
Dockrell, Julie;
Gordon, Rebecca;
Marshall, Chloe;
Thomas, Michael SC;
(2025)
Raising educational outcomes for individuals with Down syndrome: Findings from a larger systematic review of targeted interventions for individuals with SEND.
Journal of Research in Special Educational Needs (JORSEN)
, 25
(4)
pp. 714-723.
10.1111/1471-3802.70004.
Preview |
Text
Van Herwegen_Research in Spec Educ Needs - 2025 - Van Herwegen - Raising educational outcomes for individuals with Down syndrome.pdf Download (209kB) | Preview |
Abstract
No previous systematic reviews have focused on which targeted interventions successfully raise educational outcomes (i.e. reading, writing, mathematics, science and general attainment outcomes) for students with Down syndrome. This study reports on the findings from a larger pre-registered systematic review of targeted interventions for students with special educational needs and disabilities (SEND). Here, we examined studies that have used a randomised controlled trial (RCT) or quasi-experimental design (QED) to evaluate a targeted intervention for students with Down syndrome to establish evidence of positive outcomes and to identify any research gaps. Six studies were identified. Four of these focused on interventions designed to improve reading abilities, and two focused on improving mathematical outcomes. Some positive outcomes were reported, despite the studies using small sample sizes and reporting on interventions that were implemented for less than one school term. This study highlights that individualised programmes delivered by an adult rather than by computer provide the most likely success for raising educational outcomes in students with Down syndrome. However, there are few RCT and QED studies that have evaluated what interventions can be beneficial for this population. The implications of these results and directions for future research are discussed.
| Type: | Article |
|---|---|
| Title: | Raising educational outcomes for individuals with Down syndrome: Findings from a larger systematic review of targeted interventions for individuals with SEND |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/1471-3802.70004 |
| Publisher version: | https://doi.org/10.1111/1471-3802.70004 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Social Sciences, Education, Special, Education & Educational Research, Down syndrome, interventions, mathematics, quasi-experimental design, randomised controlled trial, reading, systematic review, CHILDREN, SKILLS |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10217691 |
Archive Staff Only
 |
View Item |
