Ehsan, H. (2021, July), An Instructional Approach to Engage Children with Autism to Engineering Design  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36673

\bibitem{asee_peer_36673}
  Ehsan, H. (2021, July), \emph{An Instructional Approach to Engage Children with Autism to Engineering Design}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36673

Hoda Ehsan.  "An Instructional Approach to Engage Children with Autism to Engineering Design".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/36673 Internet.  04 Dec, 2024

\bibitem{asee_peer_36673}
  Hoda Ehsan.
  "An Instructional Approach to Engage Children with Autism to Engineering Design".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/36673 Internet.  04 Dec, 2024

@INPROCEEDINGS{asee_peer_36673
author = "Hoda Ehsan"
title = "An Instructional Approach to Engage Children with Autism to Engineering Design"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/36673}
number = {10.18260/1-2--36673}
}

TY  - CPAPER
AB  - Since the neurodiversity movement has begun, the awareness and conversation around the power of neurodiversity have also increased. At the same time, the engineering education community has been putting an effort towards creating diverse and inclusive engineering education that is welcoming to all individuals and help them achieve their full potential. The term neurodiversity refers to a subset of neurological conditions that typically result in an individual being labeled as having disabilities or special needs. These conditions include autism, ADHD, anxiety disorder, dyslexia and many others. Neurodiversity has recently begun to be part of this effort and gotten more attention among the researchers of the field.   Among these different conditions, this study focuses on children with autism and their engagement in engineering activities. Some researchers argued that if effective pre-college engineering education is accessible to children with autism, they are more likely to choose STEM disciplines in higher education and be successful in the workforce. However, very limited research-based engineering resources have been developed with considerations of children autism (Author, 2018). Research has yet to examine the appropriateness of engineering learning opportunities for learners with autism.  
This research-based resource is created by translating research findings of a large project (Author 2020). It includes instructional approaches for researchers, teachers and curriculum designers to support the engagement of 3-5th-grade children with mild autism in engineering. In this resource, I share design guidelines for developing engineering design activities for children, with consideration of autism. The activities can be designed with any existing building kits and be used in any informal and formal learning settings. This resource also provides a list of strategies for educators that found to be effective in previous research. The resource will include an example of effective engineering design activities used and examined by children with autism. 
*References will be included at the time of submitting the final draft. 

AU  - Hoda Ehsan
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - An Instructional Approach to Engage Children with Autism to Engineering Design
UR  - https://peer.asee.org/36673
DO  - 10.18260/1-2--36673
ER  -