Abstract
The present study records and evaluates science-teaching interventions for students with intellectual disability (ID) or Autism Spectrum Disorder (ASD) at all education levels, for better access to the general curriculum. We conducted a systematic review of the primary research literature published from 2008 to 2018. A total of 24 single-case designs were identified through determined inclusion criteria. The articles were coded based on specific variables, and they were analyzed as a descriptive synthesis. A synthesis was then approached and the PND effect size was calculated. The study concludes that using systematic instruction with supplemental practices and technology support in teaching science to students with ID or ASD will allow them to make more meaningful natural-world connections through their learning. In addition, designing postsecondary programs for this population will contribute to building a society with equal participation and progress. The necessity for continuous research in teaching science to students with ID or ASD is also emphasized.
Highlights
Interventions to Students withThe need for understanding natural-world and science concepts has led researchers and professionals to design effective teaching interventions in science classrooms [1,2,3,4].Science content knowledge and scientific ways of thinking are highlighted in the NGSSLegislation and Standards [5] to be crucial for all students, with or without disabilities, for them to access general science classrooms and participate in society while dealing with topics related to science [6].Intellectual Disability or AutismSpectrum Disorder
The current review focuses on science-teaching interventions for students with intellectual disability (ID) or/and Autism Spectrum Disorder (ASD), due to the similarity of challenges that these students face
The findings indicated that elements of systematic instruction contribute to successful science teaching for students with ID or ASD, but further research is needed
Summary
Interventions to Students withThe need for understanding natural-world and science concepts has led researchers and professionals to design effective teaching interventions in science classrooms [1,2,3,4].Science content knowledge and scientific ways of thinking are highlighted in the NGSSLegislation and Standards [5] to be crucial for all students, with or without disabilities, for them to access general science classrooms and participate in society while dealing with topics related to science [6].Intellectual Disability or AutismSpectrum Disorder. The need for understanding natural-world and science concepts has led researchers and professionals to design effective teaching interventions in science classrooms [1,2,3,4]. Science content knowledge and scientific ways of thinking are highlighted in the NGSS. Legislation and Standards [5] to be crucial for all students, with or without disabilities, for them to access general science classrooms and participate in society while dealing with topics related to science [6]. Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations
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