Students with a utism are 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 with autism to initiate better conversations and social interactions within a classroom, and further utilise science inquiry-based lessons and group-oriented tasks to better understand the contents.
KeywordsAutismStudent EngagementEnhanced Inclusive PracticesScience EducationSecondary School
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