The purpose of this literature review was to synthesize recent research (2009–2018) for teaching science to students with intellectual disability and intellectual disability/autism. Authors identified a total of 15 studies; of these, 12 were determined to be methodologically sound studies using the Council for Exceptional Children quality indicators. Based on the methodologically sound studies, authors analyzed the evidence base of the instructional practices to teach science content and science practices to students with intellectual disability and intellectual disability/autism. Unlike previous literature reviews in which the focus has been on teaching science content, authors contribute to the literature on teaching science to this population by determining the evidence for teaching the science practices (e.g., asking questions, communicating findings). Resulting analysis was used to offer research-based recommendations for providing quality science instruction to students with intellectual disability and intellectual disability/autism. We conclude with limitations and possibilities for future research.

中文翻译：

---

向智障和自闭症学生教授科学内容和实践

本文献综述的目的是综合最近的研究（2009-2018），为智障和智障/自闭症学生教授科学。作者共确定了 15 项研究；其中 12 项被确定为使用特殊儿童委员会质量指标在方法上合理的研究。基于方法论上合理的研究，作者分析了向智障和智障/自闭症学生教授科学内容和科学实践的教学实践的证据基础。与以往侧重于教授科学内容的文献综述不同，作者通过确定教授科学实践的证据（例如，提出问题，交流发现）。结果分析用于提供基于研究的建议，为智障和智障/自闭症学生提供高质量的科学教学。我们总结了未来研究的局限性和可能性。