A review of research on science instruction for students with autism spectrum disorder

Jonte' C. Taylor, Karen L. Rizzo, Jiwon Hwang, Doris Hill

Research output: Contribution to journalArticle

Abstract

Understanding science concepts and phenomena is important for an increasingly complex global society. For students with disabilities, there continue to be huge achievement disparities in science achievement when compared to their peers without disabilities. This includes students with autism spectrum disorder (ASD). The current study examines and analyzes published research on science and science-related achievement for students with ASD. The authors reviewed characteristics of the research related to science achievement for students with ASD from 2000 through 2018 and analyzed included data to evaluate the effectiveness of the interventions included in the studies. Implications for research and teaching are discussed.

Original languageEnglish (US)
Pages (from-to)116-125
Number of pages10
JournalSchool Science and Mathematics
Volume120
Issue number2
DOIs
StatePublished - Feb 1 2020

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All Science Journal Classification (ASJC) codes

  • Education
  • History and Philosophy of Science
  • Mathematics (miscellaneous)
  • Physics and Astronomy (miscellaneous)
  • Engineering (miscellaneous)

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