A systematic review of studies conducted in Turkey on science teaching to students with intellectual disabilities

Introduction: In order for the learning-teaching process of students with intellectual disabilities to be carried out effectively, different interventions should be used in line with their individual differences, developmental characteristics and educational needs. This study aimed to examine the studies conducted in Turkey on science teaching to students with intellectual disabilities. Method: In this research conducted using document analysis, Google Scholar, Higher Education Council National Thesis Centre, and the Scientific and Technological Research Council of Turkey National Academic Network and Information Centre databases were reviewed and 17 studies that met the criteria were examined. Findings: The majority of the studies employed direct instruction method and was provided through technology-supported teaching interventions. In addition, in most of the studies, it was found that as students acquired science concepts, knowledge and skills, their competence and success for the science course increased as well, and the studies carried out had a positive influence on their interests in and attitudes towards the science class. Discussion: The findings obtained from the studies included in the research show that science concepts, knowledge and skills are acquired by students with intellectual disabilities. In this direction, it is seen that students with intellectual disability, whose learning speeds are slower than their typically developing peers, perform an effective learning-teaching process with the interventions carried out in line with their individual differences, developmental characteristics and educational needs.