Introducing science to primary school students with autism spectrum disorders

Abstract

Education policy over the past years has pointing the need for scientific literacy as evidenced by the rise of the awareness of the importance of science, technology, engineering, arts and mathematics (STEAM) education. Many programs have begun to target the need for STEAM education for all students from kindergarten through high school. For students with Autism Spectrum Disorders (ASD), the need to increase their scientific literacy is further difficult to achive by the need of an individualized instruction necessary when approaching new skills. This study was implemented at a structured teaching room with ASD early primary school students. The results of this qualitative study aim to reveal the potential for creativity and the role of inclusion and STEAM in early primary education with this group of ASD students. The way the education for students with ASD is approached is changing. The principle of inclusion has become strongly supported and recognized by national educational authorities in Portugal. However, barriers prevent students with autism from being genuinely engaged in school STEAM activities, especially at the early age levels. We need to do more to improve these students’ access to STEAM studies. The present paper presents the analysis of data in relation to one case study that involved one teacher and children working in classroom context. The case study reported addresses simple science hands-on activities on static electricity, through the lens of creativity.