%0 Journal Article
%T Improving Engagement through Enhanced Inclusive Practices to Teach Science for Secondary School Students with Autism
%A Chris Mathew
%J Creative Education
%P 111-123
%@ 2151-4771
%D 2023
%I Scientific Research Publishing
%R 10.4236/ce.2023.141009
%X Students with&nbsp;</span></span><span style=\"white-space:normal;\"><span style=\"font-family:&quot;\">a</span></span><span style=\"white-space:normal;\"><span style=\"font-family:&quot;\">utism&nbsp;</span></span><span style=\"white-space:normal;\"><span style=\"font-family:&quot;\">are</span></span><span style=\"white-space:normal;\"><span style=\"font-family:&quot;\">&nbsp;often 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 students&nbsp;with autism to initiate better conversations and social interactions within a classroom, and further utilise science inquiry-based lessons and&nbsp;group-oriented tasks to better understand the contents.
%K Autism
%K Student Engagement
%K Enhanced Inclusive Practices
%K Science  Education
%K Secondary School
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=122627