Abstract: This study goaled aimed to analyze the scientific content of first grade, science book of students with intellectual disabilities studying at the Intellectual Rehabilitation School of Education (IRSE), a public Special Education school in Kuwait.  Using content analysis method, this study analyzed the science content in  an alignment with the Arabized/adapted/modified Next Generation  American Science Standards NGSS, Kuwait Ministry of Education science standards, scientific practices and literacy dimensions to explore whether the science book content illuminates learners with intellectual disabilities with the needed scientific practices functionally.  Findings demonstrated that the majority of the topical areas in the content were not aligned to the credited standards.  The use of scientific practices was not available either.  Consequently, the book does not provide students with intellectual disabilities scientific literacy experiences needed to encounter life matters and situations. Recommendations for future research and practices were presented.