Abstract
A systematic review of the literature was conducted for articles published between January, 1975 and January, 2013 to (a) examine the use of embedded instruction to teach students with intellectual disability (ID) at the lowest to middle range of the spectrum academic content in inclusive settings and (b) evaluate its use as an evidence-based instructional strategy for inclusion. A total of 11 studies were analyzed for research quality with all studies meeting the criteria for adequate or high quality (Horner et al., 2005; National Secondary Transition Technical Assistance Center, NSTTAC, 2010). Embedded instruction was found to be an evidence-based strategy to support academic learning of students with ID in inclusive settings. All 11 studies used systematic instruction to embed academic trials in various inclusive settings, grade levels, and across the curriculum, with constant time delay being the most prevalent strategy used in 10 of the studies. Furthermore, grade level, subject matter, when embedded trials occurred, and who provided instruction were analyzed. Suggestions for future research and implications for practice are discussed.