Improving Engagement through Enhanced Inclusive Practices to Teach Science for Secondary School Students with Autism - Creative Education

CE > Vol.14 No.1, January 2023

Creative Education

Volume 14, Issue 1 (January 2023)

ISSN Print: 2151-4755 ISSN Online: 2151-4771

Google-based Impact Factor: 1.02 Citations h5-index & Ranking

Improving Engagement through Enhanced Inclusive Practices to Teach Science for Secondary School Students with Autism ()

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Download as PDF (Size: 359KB) PP. 111-123

DOI: 10.4236/ce.2023.141009 138 Downloads 741 Views

Author(s)

Chris Mathew^1,2

Affiliation(s)

¹Faculty of Science, St Mary’s Coptic Orthodox College, Coolaroo, Australia.
²School of Education and Arts, Australian Catholic University, Fitzroy, Australia.

ABSTRACT

Students with autism are often neglected in a classroom setting within schools. Thereby, this proposed study will focus on using cooperative learning and differentiated instruction strategies to help year level 7 to 9 students with autism to initiate better conversations and social interactions within a classroom, and further utilise science inquiry-based lessons and group-oriented tasks to better understand the contents.

KEYWORDS

Autism, Student Engagement, Enhanced Inclusive Practices, Science Education, Secondary School

Share and Cite:

Mathew, C. (2023) Improving Engagement through Enhanced Inclusive Practices to Teach Science for Secondary School Students with Autism. Creative Education, 14, 111-123. doi: 10.4236/ce.2023.141009.

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