The question of what to teach and what educational content to choose is fundamental in education for students with intellectual disabilities (ID). The curriculum is supposed to guide the teachers, but what we know about teaching materials in this field is sparse. The purpose of this review is to study and analyse trends in teaching materials and discuss the consequences for teaching and learning for students with ID. Literature research articles from 2016 to 2021 were identified from databases with systematic search procedures and specific criteria for inclusion and categorization of the literature. Based on previously published articles on the subject, a new analytical support point was formed. The results showed that most articles were written from a user-oriented perspective on learning and a few from a process-oriented or product-oriented definition. The lack of research about ID and teaching material makes it hard to determine whether teaching materials are produced and used in an appropriate way, where students with ID receive available teaching materials based on the curriculum