Article citationsMore>>

Carnahan, C. R., & Williamson, P. S. (2013). Does Compare-Contrast Text Structure Help Students with Autism Spectrum Disorder Comprehend Science Text? Exceptional Children, 79, 347-363.
https://doi.org/10.1177/001440291307900302

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.