A Review of Research on Science Instruction for Students with Autism Spectrum Disorder

Autor/inn/en	Taylor, Jonte' C.; Rizzo, Karen L.; Hwang, Jiwon; Hill, Doris
Titel	A Review of Research on Science Instruction for Students with Autism Spectrum Disorder
Quelle	In: School Science and Mathematics, 120 (2020) 2, S.116-125 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Jonte' C.) ORCID (Hwang, Jiwon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12388
Schlagwörter	Science Instruction; Autism; Pervasive Developmental Disorders; Students with Disabilities; Science Achievement; Instructional Effectiveness; Intervention + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtserfolg
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01