Supporting Students with Autism

Autor/inn/en	Chalfant, Logan; Rose, Karen; Whalon, Kelly
Titel	Supporting Students with Autism
Quelle	In: Science Teacher, 84 (2017) 4, S.36-41 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Autism; Pervasive Developmental Disorders; Public Schools; Student Needs; Science Instruction; Educational Quality; Access to Education; Equal Education; Evidence Based Practice; Chemistry; Teaching Methods; Visual Aids; Cues; Cooperative Learning + Suchen Sie Ihr Suchwort? Autismus; Public school; Öffentliche Schule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Stichwort; Kooperatives Lernen
Abstract	Approximately one in 68 children in the United States has an autism spectrum disorder (ASD), according to official estimates (CDC 2016). Although students with ASD have no typical learning profile, many have trouble organizing information, connecting past and present experiences/events, linking concepts, determining relevant from extraneous information, and planning, which can negatively affect learning. The number of public school students receiving services for an ASD continues to rise with most of these students spending at least half of their day in general education classrooms (U.S. Department of Education 2014), including science classrooms. The "Next Generation Science Standards" ("NGSS") call for all learners to receive access to quality science instruction, including students with disabilities such as ASD. Access to science content may be particularly relevant for learners with ASD. Although they are underrepresented in colleges and universities, those who enroll tend to major in science, technology, engineering, and mathematics (STEM) fields. This may be related to strengths associated with ASD, including attention to details and ability to recognize and repeat patterns. Fortunately, the research base of supports and strategies shown to enhance the learning of students with ASD continues to grow with some recent literature reviews emphasizing practices used in secondary classroom settings. Several online resources can help teachers who have students with ASD in the classroom. As examples, this article addresses evidence-based practices that can be embedded in a Chemistry I lesson. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01