The use of empirically validated instructional practices is pivotal for students with the most significant cognitive disabilities to make academic progress in inclusive settings. The purpose of this literature review is to extend previous literature reviews to bring the review of literature up-to-date on pedagogical practices for students with the most significant disabilities in inclusive settings. This report combines the data from two prior literature reviews with a current literature review (2013 through August, 2019) on academic interventions in inclusive settings with students with the most significant disabilities. This report details the methodology for conducting the review and the findings from the review. It also provides recommendations and implications for practice from these results.
