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Immersive technologies support educational activities and provide motivating contexts which are increasingly implemented in special education settings. Augmented Reality (AR) seems to improve the level of engagement in teaching and learning processes for all students, including students with Intellectual Disabilities (ID). However, there is a lack of research that investigates AR learning environments where students with ID can be involved in inquiry-based activities and acquire academic content linked to real situations. The purpose of this study was to implement a single subject design and evaluate the effects of an AR system on students' performance on microscopic level of the structure of matter and especially the phases states of water. A functional relationship was found between students' correct responses during probe sessions and the AR inquiry-based intervention. In addition, a social validity assessment indicated that the AR glasses helped students with ID to acquire physics concepts, as well as inquiry skills in a vivid experience. The students also reported satisfaction from using the AR glasses. Suggestions for future research include the design of AR based interventions for other science concepts for students with ID as well as other special educational needs.

Digital Learning Objects (DLOs) as pedagogical complete structures of learning content contribute to science education. DLOs especially in the form of interactive simulations seem to be promising tools in physics teaching and learning for students with intellectual disabilities (ID). This study used an AB single subject design to evaluate the effects of four DLOs on students’ learning of transverse waves and simple pendulum motion in a special education high school setting. A functional relationship was found between students’ correct responses concerning both scientific terminology and physical phenomena understanding during probe sessions and the DLOs intervention. In addition, a social validity assessment that evaluated students’ attitudes on learning, quality, and engagement, showed that the DLOs helped students with ID to acquire physics content. The students also reported satisfaction from using the DLOs. Suggestions for future research include the design of DLOs especially for students with ID.