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Ainscow, M., Howes, A., Farrell, P., & Frankham, J. (2003). Making Sense of the Development of Inclusive Practices. European Journal of Special Needs Education, 18, 227-242.
https://doi.org/10.1080/0885625032000079005

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.