Juma, S., Lehtomaki, E., & Naukkarinen, A. (2017). Scaffolding Teachers to Foster Inclusive Pedagogy and Presence through Collaborative Action Research. Educational Action Research, 25, 720-736.
https://doi.org/10.1080/09650792.2016.1266957

has been cited by the following article:

• TITLE: Improving Engagement through Enhanced Inclusive Practices to Teach Science for Secondary School Students with Autism

  AUTHORS: Chris Mathew

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

  JOURNAL NAME: Creative Education, Vol.14 No.1, January 28, 2023

  ABSTRACT: Students withautismareoften 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 studentswith autism to initiate better conversations and social interactions within a classroom, and further utilise science inquiry-based lessons andgroup-oriented tasks to better understand the contents.