Visual Supports to Promote Science Discourse for Middle and High School Students With Autism Spectrum Disorders

Abstract

Students with high-functioning autism spectrum disorders (ASDs) are increasingly included in general education and are expected to access core content, including science. Development of science content knowledge, scientific literacy, and scientific thinking are areas emphasized in legislation as well as the National Science Education Standards as critical for all students, particularly as they progress to middle and high school. However, participation in science discourse is often challenging for students with ASD given their difficulties with communication. Moreover, evidence on teaching academic content, such as science, to students with disabilities is limited. In this article, the use of visual supports is described as an evidence-based practice to promote engagement in science discussions among students with high-functioning ASD.