Inclusive strategies for the comprehensive development of students with intellectual disabilities in initial basic education

Abstract

This study assessed the effectiveness of a multilevel inclusive strategy package—grounded in Universal Design for Learning (UDL 3.0), a Multi‑Tiered System of Supports (MTSS), and the Participation‑Support‑Coexistence (PAC) model—to enhance the overall development of children with intellectual disabilities (ID) in early basic education in Guayas Province, Ecuador. A quasi‑experimental pre‑test/post‑test design compared an Experimental Group (EG, n = 48) with a Control Group (CG, n = 45) across three public schools. Over 12 weeks (12 May – 01 Aug 2025) multimodal curricular adaptations, peer tutoring and one‑to‑one reinforcement were implemented, alongside fortnightly family workshops. Findings revealed significant gains for the EG over the CG in reading fluency (+13.3 wpm, d = 1.31), mathematics scores (+9.7 points, d = 1.54) and Vineland adaptive behaviour (+10‑12 %, d ≈ 0.9; p < 0.001). Socio‑emotional difficulties decreased by 19 %. With an average cost of USD 38 per student, the intervention proved financially feasible. Mixed‑methods integration indicated curricular accessibility and family co‑responsibility as key change mechanisms. Results suggest that the multilevel strategy can close achievement gaps for learners with ID in resource‑constrained Latin‑American settings.