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A Systematic Review of STEM Instruction with Students with Autism Spectrum Disorders

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Abstract

Individuals with autism spectrum disorder (ASD) often require differentiated strategies to access academic content. Hence, research-based interventions to support STEM (Science, Mathematics, Technology, and Engineering) education for individuals with ASD are necessary to guide implementation. This review serves to (a) summarize studies that investigated the effects of STEM interventions for students with ASD ranging from ages 5 to 25 years, (b) provide recommendations to educators for teaching STEM to students with ASD, and (c) identify gaps for future research. Forty-four studies were synthesized and categorized based on STEM area. This review highlights promising instructional interventions in science and mathematics and recognizes the need for more literature on technology and engineering instruction. Implications for research and practice are discussed.

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Authors and Affiliations

  1. School of Engineering Education, Purdue University, 701 W. Stadium Avenue, West Lafayette, IN, 47907, USA

    Hoda Ehsan

  2. Department of Educational Studies, Purdue University, 100 N. University Street, West Lafayette, IN, 47907, USA

    Mandy Rispoli, Catharine Lory & Emily Gregori

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  1. Hoda Ehsan
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  2. Mandy Rispoli
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Correspondence to Hoda Ehsan.

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Ehsan, H., Rispoli, M., Lory, C. et al. A Systematic Review of STEM Instruction with Students with Autism Spectrum Disorders. Rev J Autism Dev Disord 5, 327–348 (2018). https://doi.org/10.1007/s40489-018-0142-8

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