[en] Background: Students with intellectual disability need good practices under holistic approaches regarding assessment and intervention for guaranteeing their right for inclusive education. These practices are settled in Spain by the state-level educational policies which are specified via the regulations developed by each autonomous community. The variety of regulations existing, demands its individualized and critic review with the aim of knowing if regulations offer scientifically-updated frameworks that support the decision making-process. Method: state-level educational policies and their developments in the regulations-in-force in each autonomous community that regulate attention to diversity have been analyzed using a checklist that includes the variables that define each stage of attention to diversity process and also the research-based models for assessment and intervention within the field of intellectual disability. Results: the attention to diversity aims assessment and intervention at organizational and curricular aspects and there is a lack of strategies regarding assessment and intervention in self-determination and quality of life, which are transcendental in the inclusion of students with intellectual disability. Conclusions: understanding of special educational needs in the regulations and the lack of developments related to the UN Convention on the Rights of Persons with Disabilities are barriers for inclusive practices regarding students with intellectual disability, being necessary adopting scientifically-based models of assessment and intervention in the development of legal frameworks that guarantee the inclusion and are aimed at the full development and improvement of quality of life of students with intellectual disability.

[es] Antecedentes: los alumnos con discapacidad intelectual precisan de buenas pr?cticas de evaluaci?n e intervenci?n desde enfoques hol?sticos para garantizar su derecho a la educaci?n inclusiva. Estas pr?cticas se ordenan por la legislaci?n educativa estatal que se concreta en la normativa de cada comunidad aut?noma. La variedad de regulaciones existentes demanda su revisi?n cr?tica individualizada para valorar si ofrecen marcos cient?ficamente avalados que respalden las decisiones que se toman. M?todo: se ha analizado la legislaci?n educativa estatal y las concreciones normativas vigentes que regulan la atenci?n a la diversidad en cada comunidad empleando una lista de comprobaci?n que recoge las variables que definen cada fase de atenci?n a la diversidad y los procedimientos de evaluaci?n e intervenci?n en discapacidad intelectual. Resultados: la atenci?n a la diversidad pone el foco de evaluaci?n e intervenci?n en aspectos organizativos-curriculares descuid?ndose la evaluaci?n e intervenci?n en autodeterminaci?n y calidad de vida, esenciales en el desarrollo e inclusi?n de los alumnos con discapacidad intelectual. Conclusiones: las necesidades educativas especiales como las entiende la normativa vigente y la falta de desarrollos vinculados a la Convenci?n de la ONU sobre los Derechos de las Personas con Discapacidad son barreras a las pr?cticas inclusivas de los alumnos con discapacidad intelectual, siendo necesario adoptar modelos cient?ficos de evaluaci?n-intervenci?n en los que se apoye el desarrollo de marcos legales que garanticen la inclusi?n y se orienten al m?ximo desarrollo posible y mejora de la calidad de vida de este alumnado.