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

Juliet Hart Barnett; Rebecca Trillo; Cori M. More

doi:10.1177/1053451217736865

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

Juliet Hart Barnett, Rebecca Trillo, Cori M. More

Producción científica › revisión exhaustiva

Idioma original	American English
Publicación	Intervention In School And Clinic
Volumen	53
DOI	https://doi.org/10.1177/1053451217736865
Estado	Published - may 1 2018
Publicado de forma externa	Sí

Disciplines

Psychology
Curriculum and Instruction
Science and Mathematics Education

Acceder al documento

10.1177/1053451217736865Licencia: Unspecified

Otros archivos y enlaces

http://journals.sagepub.com/doi/pdf/10.1177/1053451217736865

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

author = "Barnett, \{Juliet Hart\} and Rebecca Trillo and More, \{Cori M.\}",

note = "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.",

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