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

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.

Özel Gereksinimli Öğrencilere Fen Bilimleri Öğretiminde Yanlışsız Öğretim Yöntemlerinin Kullanımı: Sistematik Derleme

“…The research findings reveal that errorless teaching methods are effective in teaching science subjects and concepts to students with disabilities, ensuring the maintaining and generalization of the subjects were taught. The findings obtained from the research match up with the findings of existing systematic review studies (Apanasionok et al, 2019;Spooner et al, 2011;Spooner et al, 2012;Taylor et al, 2019).…”

Robots as Assistive Technology Tools to Enhance Cognitive Abilities and Foster Valuable Learning Experiences among Young Children With Autism Spectrum Disorder

“…Results from recent studies suggest that robotics have the potential to become remarkable AT tools in many ways, including for teaching and learning among children with ASD [14], [15], [17], [21], [22], [25], [35], [36], [46], [47]. Accordingly, this study investigates and presents evidence that supports this notion.…”

“…The process of developing the PvBOT included assembling and building the structure of the PvBOT and coding the program to detect arranged numbers and their place values. Researchers started investigating the efficacy of robots in teaching autistic children decades ago [35], [36], [37]. This interest derives from the characteristics of a robot that promote the interest of children with ASD, which in turn guides them to focus on learning [14], [22], [38]- [40].…”

Educational Interventions for Children and Youth with Autism: A 40-Year Perspective

“…Various intentional combinations of the above explicit instructional practices implemented in inclusive and self-contained settings have demonstrated the capacity to improve reading comprehension across core content areas (Knight & Sartini, 2015 ), writing (Asaro-Saddler, 2016 ), and math skills (King et al, 2016 ) for autistic students with and without intellectual disability. Furthermore, structured inquiry and explicit instruction of social studies content (Schenning et al, 2013 ) and science terms and their applications (Taylor et al, 2020 ) have promoted growth in these subject areas for students across developmental and functioning levels. Building these academic skills to each student’s potential creates a foundation that will support independent living and future educational and vocational choices.…”