The purpose of the present study was to investigate goals and topics covered in research on teaching students with disabilities. Studies (N＝49) on teaching students with disabilities published from 1990 to 2018 were reviewed, noting the validity of the goals of the educational program, the contents of the curriculum, the teaching methods, the utilization of knowledge and ability, and evaluations of teaching-unit plans. Most (69％) of the target settings were special support schools. The goals of the studies included effects of the teaching (69％) and class improvements (22％). Most (65％) of the studies analyzed the validity of the contents of the curriculum and the teaching methods. Conversely, few studies investigated teaching students with disabilities in regular classrooms (2％), or analyzed the validity of the goals (6％), the utilization of knowledge and ability in segregated classes (10％), or evaluations of teaching-unit plans (31％). In the future, researchers should investigate (a) teaching students with disabilities in regular classrooms and curriculum aimed at the educational needs of students, (b) validity of educational goals, utilizing feedback lists and workshops, (c) validity of goals based on teaching-unit plans, (d) effects of many classes with common goals, and (e) effects of teaching-unit plans connected with goals.