Remarks y Participants in the primary studies included in the meta-analyses had a range of developmental learning disorders including impairment in reading, impairment in written expression and impairment in mathematics. y Participants in the included studies were children and adolescents who were attending primary or secondary schools (i.e. 5- to 18-year-olds). y In the studies included in the meta-analyses, specialized instruction included many supplemental instructional techniques including increased material structure and visual models, alternative or digital texts, peer-assisted learning strategies and other additional/supplemental materials.

Implementation considerations y Intervention sessions occurred in non-specialist school settings. Research supports delivery of specialized instruction in school settings by specialists (special education teachers/researchers) and possibly non-specialists (teacher assistants) under the supervision of specialists. y Instructional techniques can be used to modify the existing curriculum or provide an alternative curriculum where appropriate. y These approaches should be implemented in the context of broader strategies focused on promoting inclusive and enabling environments for all, including children and young people with developmental learning disorders.