Science learning for children with autism spectrum disorder: Systematic review

Zhunussova Z.A. Abayeva G.A. Orazayeva G.S. Kabdyrova A. Shokhambekova A. Bulabayeva S.
2025 Modestum LTD

Eurasia Journal of Mathematics, Science and Technology Education
2025 #21 Issue 9

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.

autism spectrum disorder , science education , special education , systematic review , teaching strategies

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Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Kazakh National Women’s Teacher Training University, Almaty, Kazakhstan

Abai Kazakh National Pedagogical University
Kazakh National Women’s Teacher Training University

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