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Lawrie, G., Wright, A., Schultz, M., Dargaville, T., O’Brien, G., Bedford, S. et al. (2013). Using Formative Feedback to Identify and Support First Year Chemistry Students with Missing or Misconceptions. A Practice Report. The International Journal of the First Year in Higher Education, 4, 111-116.
https://doi.org/10.5204/intjfyhe.v4i2.179

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.