Communication Skills in Children with Mild Intellectual Disabilities: A Meta-Analysis from the Supports Paradigm and Evidence-Based Practice
Abstract Framed within the paradigmatic shift towards a supports and quality of life approach, this meta-analysis synthesizes the evidence on the impact of educational strategies on the communication skills of children with Mild Intellectual Disabilities (MID) in primary education. It evaluates the effect of these interventions on reading, writing, oral language, and listening skills, aiming to identify effective practices and guide future research. Following the PRISMA protocol, 12 quasi-experimental studies from the last decade were selected. Statistical tools in R Studio (metafor, metaviz) were used to calculate effect sizes and analyze heterogeneity and moderators. Findings indicate an overall positive impact of interventions. Multisensory strategies (visual and auditory) showed the greatest impact. Reading, especially through methods like “Easy Reading”, was the skill with the most progress, while writing showed more limited development. It is concluded that, to ensure full social participation, it is imperative to transition towards a comprehensive and balanced educational approach that consistently applies the supports paradigm across all communication dimensions.
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Alhassan, B. y Osei, M. (2022). Effectiveness of integrating drawing in teaching English language in intellectual disability classroom. International Journal on Social and Education Sciences, 4(1), 74-86. https://doi.org/10.46328/ijonses.250
American Psychiatric Association. (2014). Manual diagnóstico y estadístico de los trastornos mentales (DSM-5) (5. ª ed.). Editorial Médica Panamericana.
Ascanio, G., Henao, T. y González, J. (2023). La lectura y escritura desde la discapacidad intelectual leve. Rastros Rostros, 25(1), 1-17. https://doi.org/10.16925/2382-4921.2023.01.01
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Booth, T. y Ainscow, M. (2015). Guía para la educación inclusiva: desarrollando el aprendizaje y la participación en los centros escolares. OEI/FUHEM. http://bibliotecadigital.mineduc.cl//handle/20.500.12365/15049
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Dessemontet, R., de Chambrier, A. F., Martinet, C., Meuli, N. y Linder, A. L. (2021). Effects of a phonics-based intervention on the reading skills of students with intellectual disability. Research in Developmental Disabilities, 111, 103883. https://doi.org/10.1016/J.RIDD.2021.103883
Felix, V. G., Mena, L. J., Ostos, R. y Maestre, G. E. (2017). A pilot study of the use of emerging computer technologies to improve the effectiveness of reading and writing therapies in children with Down syndrome. British Journal of Educational Technology, 48(2), 611-624. https://doi.org/10.1111/BJET.12426
Fujiki, M. y Brinton, B. (2017). Pragmatics and social communication in child language disorders. En R. G. Schwartz (Ed.), Handbook of Child Language Disorders (2. ª ed., pp. 441-460). Psychology Press. https://doi.org/10.4324/9781315283531-18
Gómez, L., Schalock, R. y Verdugo, M. Á. (2021). A new paradigm in the field of intellectual and developmental disabilities: Characteristics and evaluation. Psicothema, 33, 28-35. https://doi.org/10.7334/psicothema2020.385
Gul, N., Noor, H. y Chaudhary, F. (2021). Using technology to enhance the performance of intellectually disabled students: Mobile game-based Urdu learning. UMT Education Review, 4(1), 42-57. https://doi.org/10.32350/uer.41.03
Jacob, U. S. y Pillay, J. (2021). Effectiveness of music therapy on reading skills of pupils with intellectual disability. Cypriot Journal of Educational Science, 16(1), 251-265. https://doi.org/10.18844/cjes.v16i1.5526
Lomas, C. y Osoro, A. (Eds.). (1993). El enfoque comunicativo de la enseñanza de la lengua. Paidós.
Miranda, M. y Martínez, V. (2020). El apoyo auditivo-visual simultáneo en la intervención gramatical en participantes con discapacidad intelectual. Revista de Educación, 389, 117-142. https://doi.org/10.4438/1988-592X-RE-2020-389-457
Naciones Unidas. (2006). Convención sobre los Derechos de las Personas con Discapacidad y Protocolo Facultativo https://www.un.org/disabilities/documents/convention/convoptprot-s.pdf
Organización Mundial de la Salud (OMS). (2022). CIE-11: Clasificación Internacional de Enfermedades https://icd.who.int/es
Orsolini, M., Melogno, S., Scalisi, T. G., Latini, N., Caira, S., Martini, A. y Federico, F. (2019). Training verbal working memory in children with mild intellectual disabilities: Effects on problem-solving. Psicología Educativa, 25(1), 1-11. https://doi.org/10.5093/PSED2018A12
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71). https://doi.org/10.1136/bmj.n71
Pallikudiyil, M. V. y Ponath, S. S. (2020). Effect of literacy-rich-approach in the generalization and maintenance of reading comprehension. International Journal of Research in Engineering, Science and Management, 3(7), 239-243.
Pérez, J. y López, L. (2015). La lectura fácil: una apuesta de valor para las organizaciones. Revista Española de Discapacidad, 3(1), 187-192. https://doi.org/10.5569/2340-5104.03.01.10
Quiñonez, M. O. (2023). Propuesta didáctica basada en crucigramas anglohispanos para estudiantes de básica con discapacidad intelectual leve en Durán-Ecuador. Ciencia Latina. Revista Científica Multidisciplinar, 7(2), 1-27. https://doi.org/10.37811/CL_RCM.V7I2.5274
Roberts-Tyler, E. J., Hughes, J. C. y Hastings, R. P. (2020). Evaluating a computer-based reading programme with children with intellectual disabilities: Feasibility and pilot research. Journal of Research in Special Educational Needs, 20(1), 14-26. https://doi.org/10.1111/1471-3802.12458
Rochyadi, E. y Akhlan, R. (2018). Early reading for students with intellectual disability based on linguistic and visual perception awareness. En Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) (pp. 499-502). https://doi.org/10.5220/0007072304990502
Rojiati, J., & Shodiq, A. M. (2017). The effect of “Kupas Rangkai” towards reading skill for intellectual disability students of grade IV in special school. Journal of ICSAR (International Journal of Inclusion and Special Education Research), 1(2), 121–125. https://doi.org/10.17977/um005v1i22017p121
Sand, C., Svensson, I., Nilsson, S., Selenius, H. y Fälth, L. (2024). Speech-to-text intervention to support text production for students with intellectual disabilities. Disability and Rehabilitation: Assistive Technology, 20(2), 408-415. https://doi.org/10.1080/17483107.2024.2381785
Schalock, R. L., Luckasson, R., Tassé, M. J. y Verdugo, M. Á. (2018). A holistic theoretical approach to intellectual disability: Going beyond the four current perspectives. Intellectual and Developmental Disabilities, 56(2), 79-89. https://doi.org/10.1352/1934-9556-56.2.79
Smith, M., Manduchi, B., Burke, É., Carroll, R., McCallion, P. y McCarron, M. (2020). Communication difficulties in adults with intellectual disability: Results from a national cross-sectional study. Research in Developmental Disabilities, 97, 103557. https://doi.org/10.1016/J.RIDD.2019.103557
Verdugo, M. Á., Schalock, R. L. y Gómez Sánchez, L. E. (2021). El modelo de calidad de vida y apoyos: la unión tras veinticinco años de caminos paralelos. Siglo Cero, 52(3), 9-28. https://doi.org/10.14201/SCERO2021523928
Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1-48. https://doi.org/10.18637/jss.v036.i03
Wagner, J., Chelaru, F., Kancherla, J., Paulson, J. N., Zhang, A., Felix, V., Mahurkar, A., Elmqvist, N. y Corrada Bravo, H. (2018). Metaviz: Interactive statistical and visual analysis of metagenomic data. Nucleic Acids Research, 46(6), 2777-2787. https://doi.org/10.1093/nar/gky136
Alhassan, B. y Osei, M. (2022). Effectiveness of integrating drawing in teaching English language in intellectual disability classroom. International Journal on Social and Education Sciences, 4(1), 74-86. https://doi.org/10.46328/ijonses.250
American Psychiatric Association. (2014). Manual diagnóstico y estadístico de los trastornos mentales (DSM-5) (5. ª ed.). Editorial Médica Panamericana.
Ascanio, G., Henao, T. y González, J. (2023). La lectura y escritura desde la discapacidad intelectual leve. Rastros Rostros, 25(1), 1-17. https://doi.org/10.16925/2382-4921.2023.01.01
Bernabé, R. (2017). Propuesta metodológica para el desarrollo de la lectura fácil según el diseño centrado en el usuario. Revista Española de Discapacidad, 5(2), 19-51. https://doi.org/10.5569/REDIS.5.2.02
Booth, T. y Ainscow, M. (2015). Guía para la educación inclusiva: desarrollando el aprendizaje y la participación en los centros escolares. OEI/FUHEM. http://bibliotecadigital.mineduc.cl//handle/20.500.12365/15049
Cassany, D., Luna, M. y Sanz, G. (2003). Enseñar lengua. Graó.
Chagray, J. (2022). Estrategias de comunicación PECS para el desarrollo de habilidades comunicativas en niños con necesidades educativas especiales en el CEBE Fernando Carbajal Segura [Tesis de grado, Universidad Católica Los Ángeles de Chimbote]. Repositorio Institucional ULADECH. https://repositorio.uladech.edu.pe/handle/20.500.13032/29780
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge. https://doi.org/10.4324/9780203771587
Dessemontet, R., de Chambrier, A. F., Martinet, C., Meuli, N. y Linder, A. L. (2021). Effects of a phonics-based intervention on the reading skills of students with intellectual disability. Research in Developmental Disabilities, 111, 103883. https://doi.org/10.1016/J.RIDD.2021.103883
Felix, V. G., Mena, L. J., Ostos, R. y Maestre, G. E. (2017). A pilot study of the use of emerging computer technologies to improve the effectiveness of reading and writing therapies in children with Down syndrome. British Journal of Educational Technology, 48(2), 611-624. https://doi.org/10.1111/BJET.12426
Fujiki, M. y Brinton, B. (2017). Pragmatics and social communication in child language disorders. En R. G. Schwartz (Ed.), Handbook of Child Language Disorders (2. ª ed., pp. 441-460). Psychology Press. https://doi.org/10.4324/9781315283531-18
Gómez, L., Schalock, R. y Verdugo, M. Á. (2021). A new paradigm in the field of intellectual and developmental disabilities: Characteristics and evaluation. Psicothema, 33, 28-35. https://doi.org/10.7334/psicothema2020.385
Gul, N., Noor, H. y Chaudhary, F. (2021). Using technology to enhance the performance of intellectually disabled students: Mobile game-based Urdu learning. UMT Education Review, 4(1), 42-57. https://doi.org/10.32350/uer.41.03
Jacob, U. S. y Pillay, J. (2021). Effectiveness of music therapy on reading skills of pupils with intellectual disability. Cypriot Journal of Educational Science, 16(1), 251-265. https://doi.org/10.18844/cjes.v16i1.5526
Lomas, C. y Osoro, A. (Eds.). (1993). El enfoque comunicativo de la enseñanza de la lengua. Paidós.
Miranda, M. y Martínez, V. (2020). El apoyo auditivo-visual simultáneo en la intervención gramatical en participantes con discapacidad intelectual. Revista de Educación, 389, 117-142. https://doi.org/10.4438/1988-592X-RE-2020-389-457
Naciones Unidas. (2006). Convención sobre los Derechos de las Personas con Discapacidad y Protocolo Facultativo https://www.un.org/disabilities/documents/convention/convoptprot-s.pdf
Organización Mundial de la Salud (OMS). (2022). CIE-11: Clasificación Internacional de Enfermedades https://icd.who.int/es
Orsolini, M., Melogno, S., Scalisi, T. G., Latini, N., Caira, S., Martini, A. y Federico, F. (2019). Training verbal working memory in children with mild intellectual disabilities: Effects on problem-solving. Psicología Educativa, 25(1), 1-11. https://doi.org/10.5093/PSED2018A12
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71). https://doi.org/10.1136/bmj.n71
Pallikudiyil, M. V. y Ponath, S. S. (2020). Effect of literacy-rich-approach in the generalization and maintenance of reading comprehension. International Journal of Research in Engineering, Science and Management, 3(7), 239-243.
Pérez, J. y López, L. (2015). La lectura fácil: una apuesta de valor para las organizaciones. Revista Española de Discapacidad, 3(1), 187-192. https://doi.org/10.5569/2340-5104.03.01.10
Quiñonez, M. O. (2023). Propuesta didáctica basada en crucigramas anglohispanos para estudiantes de básica con discapacidad intelectual leve en Durán-Ecuador. Ciencia Latina. Revista Científica Multidisciplinar, 7(2), 1-27. https://doi.org/10.37811/CL_RCM.V7I2.5274
Roberts-Tyler, E. J., Hughes, J. C. y Hastings, R. P. (2020). Evaluating a computer-based reading programme with children with intellectual disabilities: Feasibility and pilot research. Journal of Research in Special Educational Needs, 20(1), 14-26. https://doi.org/10.1111/1471-3802.12458
Rochyadi, E. y Akhlan, R. (2018). Early reading for students with intellectual disability based on linguistic and visual perception awareness. En Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) (pp. 499-502). https://doi.org/10.5220/0007072304990502
Rojiati, J., & Shodiq, A. M. (2017). The effect of “Kupas Rangkai” towards reading skill for intellectual disability students of grade IV in special school. Journal of ICSAR (International Journal of Inclusion and Special Education Research), 1(2), 121–125. https://doi.org/10.17977/um005v1i22017p121
Sand, C., Svensson, I., Nilsson, S., Selenius, H. y Fälth, L. (2024). Speech-to-text intervention to support text production for students with intellectual disabilities. Disability and Rehabilitation: Assistive Technology, 20(2), 408-415. https://doi.org/10.1080/17483107.2024.2381785
Schalock, R. L., Luckasson, R., Tassé, M. J. y Verdugo, M. Á. (2018). A holistic theoretical approach to intellectual disability: Going beyond the four current perspectives. Intellectual and Developmental Disabilities, 56(2), 79-89. https://doi.org/10.1352/1934-9556-56.2.79
Smith, M., Manduchi, B., Burke, É., Carroll, R., McCallion, P. y McCarron, M. (2020). Communication difficulties in adults with intellectual disability: Results from a national cross-sectional study. Research in Developmental Disabilities, 97, 103557. https://doi.org/10.1016/J.RIDD.2019.103557
Verdugo, M. Á., Schalock, R. L. y Gómez Sánchez, L. E. (2021). El modelo de calidad de vida y apoyos: la unión tras veinticinco años de caminos paralelos. Siglo Cero, 52(3), 9-28. https://doi.org/10.14201/SCERO2021523928
Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1-48. https://doi.org/10.18637/jss.v036.i03
Wagner, J., Chelaru, F., Kancherla, J., Paulson, J. N., Zhang, A., Felix, V., Mahurkar, A., Elmqvist, N. y Corrada Bravo, H. (2018). Metaviz: Interactive statistical and visual analysis of metagenomic data. Nucleic Acids Research, 46(6), 2777-2787. https://doi.org/10.1093/nar/gky136
Rojas Panqueva, M. L., Gómez Betancur, M. A., Gutiérrez Monsalve, J. A., & Zambrano-Cruz, R. (2026). Communication Skills in Children with Mild Intellectual Disabilities: A Meta-Analysis from the Supports Paradigm and Evidence-Based Practice. Siglo Cero, 57(2), 159–178. https://doi.org/10.14201/scero.32723
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