A Systematic Review of Single-Case Research on Science-Teaching Interventions to Students with Intellectual Disability or Autism Spectrum Disorder

Abstract

The present study records and evaluates science-teaching interventions for students with intellectual disability (ID) or Autism Spectrum Disorder (ASD) at all education levels, for better access to the general curriculum. We conducted a systematic review of the primary research literature published from 2008 to 2018. A total of 24 single-case designs were identified through determined inclusion criteria. The articles were coded based on specific variables, and they were analyzed as a descriptive synthesis. A synthesis was then approached and the PND effect size was calculated. The study concludes that using systematic instruction with supplemental practices and technology support in teaching science to students with ID or ASD will allow them to make more meaningful natural-world connections through their learning. In addition, designing postsecondary programs for this population will contribute to building a society with equal participation and progress. The necessity for continuous research in teaching science to students with ID or ASD is also emphasized.