Raising educational outcomes for individuals with Down syndrome: Findings from a larger systematic review of targeted interventions for individuals with SEND

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.