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Knight, V. F., Smith, B. R., Spooner, F., & Browder, D. (2012). Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 42, 378-389.
https://doi.org/10.1007/s10803-011-1258-1

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.