This study presents a systematic review of research on teaching science to children with disabilities, highlighting the significance of providing a high-quality science education to promote equity and inclusion. Science education enables students to investigate the natural world, cultivate critical thinking, and solve problems. Teaching science to children with disabilities presents unique challenges, including diverse learning requirements, the availability of resources, and effective teaching practices. This review seeks to investigate the Scopus database’s literature, identify patterns, trends, and knowledge gaps, and identify potential areas for future research, ultimately contributing to a more inclusive, scientifically driven society. Initial screening of 420 publications based on predetermined criteria resulted in the selection of 50 publications. 18 publications were declared appropriate for inclusion in the study after a thorough review of their full texts. This qualitative research study conducted an in-depth examination and content analysis of selected articles to identify research-relevant themes. The studies were categorized under four major headings based on their interventions and practices, allowing for a thorough comprehension and comparison of the various approaches and strategies utilized. Various studies have examined the effectiveness of technological tools, approaches, and strategies to improve science and related subject learning outcomes for children with disabilities, according to their findings. The research highlights the significance of adapting pedagogical strategies and materials to the unique circumstances of each student and employing a variety of research methodologies to gain insight into diverse educational settings. Researchers can refine educational practices by customizing educational interventions and employing multiple data collection instruments, thereby ensuring inclusive and productive learning experiences for all students.
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