Eurasia Journal of Mathematics Science and Technology Education

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STEM-based teaching strategies for children with autism spectrum disorder
(Modestum Limited, 2026-06-10)
Butabayeva Laura Askarovna
;
Абильдина Салтанат Куатовна
;
Airegim A. Makhmetova
;
Айдана Тайболатова
;
B. Е. Kenges
This review article examines effective science, technology, engineering, and mathematics (STEM) -based teaching strategies designed to support children with autism spectrum disorder (ASD) in educational settings. With the growing global emphasis on STEM education, it is essential to create inclusive learning environments that address the needs of neurodiverse learners. The article synthesizes findings from recent studies on how structured, visual, and technology-assisted instructional strategies enhance academic achievement, conceptual understanding, engagement, communication, and skills. 24 studies were included in the systematic review based on inclusion and exclusion criteria. The results show that demonstration-guided practice, independent practice, and technology-based interventions were most commonly used in the reviewed studies. Additionally, most studies were conducted in Western and European contexts. The research indicates that STEM interventions for learners with ASD are effective in improving academic skills and subject knowledge in challenging subjects such as science and mathematics. The findings also show that STEM programs enhance social skills, including joint attention, peer communication, and group participation, contributing to social and behavioral improvements. Overall, the evidence suggests that STEM teaching is beneficial and effective for students with ASD in learning STEM topics. Further studies are needed to explore the effectiveness of STEM teaching to students with ASD in developing and underdeveloped countries and middle and high school education.
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Science learning for children with autism spectrum disorder: Systematic review
(Modestum Limited, 2025-08-30)
Zhanar A. Zhunussova
;
Galiya A. Abayeva
;
Г. С. Оразаева
;
Kabdyrova Ainur Askarbekovna
;
Anar Shokhambekova
This study aims to systematically review science education research for students with autism spectrum disorder (ASD). Within the scope of the research, studies published between 2015 and 2024 were reviewed. Scopus, ERIC, and Web of Science databases were used for the review. The thorough investigation comprised fifteen studies. Most of the papers examined made advantage of single-subject research designs (56.25%). 31.25% of the studies took place in special education environments most of which. Out of all the sciences, life sciences (43.2%) was the most often researched field. Instructional durations were generally short (62.5% were 20 minutes or less) and frequent repetitions were made. Complete success was achieved in 66.7% of the interventions implemented. Technology-supported interventions and systematic teaching approaches were found to be particularly effective. Effect size analyses showed that most of the interventions were highly effective. Limitations of the studies include the use of lack of follow-up studies. Comparative studies in different cultures and larger samples are recommended for future research. Individualized, systematic and technology-supported interventions are important for students with ASD to be successful in science education.
Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2

Eurasia Journal of Mathematics Science and Technology Education

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