[ILLUSTRATION OMITTED] 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 (Tsatsanis and Powell 2014), 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 Lead States 2013; see box, p. 41) 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 (Wei, Lenz, and Blackorby 2013). may be related to strengths associated with ASD, including attention to details and ability to recognize and repeat patterns (Baron-Cohen et al. 2009). 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 (e.g., Fleury et al. 2014). Several online resources can help teachers who have students with ASD in the classroom (see On the web). As examples, this article addresses evidence-based practices that can be embedded in a Chemistry I lesson. Ready, Set ... Reactions! lesson, appropriate for all students, addresses the outcomes of chemical reactions based on the chemical properties of the elements and compounds (Figure 1, p. 38). Students are given diagrams (see On the web) and are asked to write a description explaining how the figures in the diagrams are combining and separating and to identify and categorize the chemical reaction as one of six types (redox, acid-base, synthesis, combustion, single replacement, or double replacement). [ILLUSTRATION OMITTED] [ILLUSTRATION OMITTED] Supporting learners with ASD To enhance the lesson for students with ASD, we included four strategies that capitalize on their strengths: (1) priming, (2) peer supports, (3) schedules, and (4) visual supports. Priming. Priming involves preparing the student for a lesson prior to instruction in a relaxed context (Koegel et al. 2003). These learning activities are generally quick (approximately 10 minutes) and limit the need for additional prompting or modifications from an adult during class time. For this lesson, we decided to pre-teach how to determine whether a chemical reaction occurred using a model-lead-test instructional sequence. five- to 10-minute priming activity for the learner with ASD can be conducted by the science or special education teacher, a paraprofessional, or a peer before the Exploration portion of the 5E chemistry lesson. In this activity, the student with ASD is shown cards demonstrating a chemical reaction and cards that fail to demonstrate a chemical reaction (see On the web). The adult/peer guides the student by stating whether a picture card represents a chemical reaction and why (i.e., This is a chemical reaction because....). The sequence ends with showing a picture card and having the student with ASD independently explain whether a chemical reaction occurred (i.e., This is not a chemical reaction because....) with appropriate feedback from the adult/peer. [FIGURE 2 OMITTED] Peer supports. Throughout this lesson, students with ASD are paired with a typically developing peer. …