Abstract：
The content of social studies encompasses various topics such as culture, citizenship, values, geography, and history. However, social studies has historically been an under-researched academic content area for students with intellectual disabilities. The aim of this study was to identify and summarize empirical research on social studies instruction for students with intellectual disabilities. We searched for articles in two electronic databases from 2000 to 2023. We applied seven inclusion criteria to 1709 articles that emerged in databases. A total of 13 empirical studies met the inclusion criteria. We conducted a narrative review across these 13 studies. Results showed that students with intellectual disabilities improved social studies skills through effective instructional strategies including graphic organizers, technology-based instruction, time delay, and task analysis. Also, social studies instruction for students with intellectual disabilities mostly focused on history and geography. We discussed the findings along with their limitations and provided recommendations for future research.
摘要：
社会研究的内容包括各种主题，如文化，公民身份,值,地理,和历史。然而,历史上，社会研究一直是智障学生研究不足的学术内容领域。这项研究的目的是确定和总结有关智障学生的社会研究教学的实证研究。我们在2000年至2023年的两个电子数据库中搜索了文章。我们对数据库中出现的1709篇文章应用了七个纳入标准。共有13项实证研究符合纳入标准。我们对这13项研究进行了叙述性回顾。结果表明，智障学生通过包括图形组织者在内的有效教学策略提高了社会学习技能，基于技术的指导，时间延迟,和任务分析。此外，对智障学生的社会研究教学主要集中在历史和地理上。我们讨论了这些发现及其局限性，并为未来的研究提供了建议。
