The present study aimed to analyze the content of high school social studies textbooks for students with intellectual disabilities in terms of attention to the ten categories of adaptive behavior. The research was conducted using a quantitative content analysis method with a deductive approach. The statistical population included three social studies textbooks for 10th, 11th, and 12th grades in the 2023-2024 academic year. Due to the limited population size, sampling was not conducted, and all texts from the three books were analyzed using a census method. The data collection tool was a content analysis checklist, whose validity was confirmed by experts. The reliability of the tool was assessed using inter-rater agreement, resulting in a 91% agreement coefficient. The unit of analysis included sentences and images from the lessons, which were analyzed deductively. The content analysis results showed that in the 10th-grade social studies textbook, the highest frequency of adaptive behaviors was related to social skills, vocational skills, and communication, while the lowest frequency was related to self-care, self-direction, and community use. In the 11th-grade textbook, the highest frequency was in vocational skills, social skills, and communication, while the lowest was in self-care, academic skills, and leisure. In the 12th-grade textbook, social skills, health and safety, and vocational skills had the highest frequency, while leisure, academic skills, and self-care had the lowest frequency. Overall, across the three textbooks, the most frequent adaptive behavior categories were social skills, vocational skills, and communication, while the least frequent were self-care, academic skills, and leisure. These findings highlight the need for a more balanced distribution of adaptive behavior categories in social studies textbooks for students with intellectual disabilities.