ARISE blog: 'Engineering Education for Autistic Children: Content, Pedagogy, and Assessment'


Engineering Education for Autistic Children: Content, Pedagogy, and Assessment

By: Hoda Ehsan, Ph.D., Chair of Engineering and Computer Science, The Hill School
Elissa Milto, MEd., Director of Outreach, Center for Engineering Education and Outreach, Tufts University

Engineering learning is a lifelong process that starts from a very young age as children discover the world through tinkering, touching, and being curious. Some refer to children as natural engineers (Dorie et al., 2014; Genalo et al., 2000). Young children naturally and informally engage in engineering-related behaviors and activities (Petroski, 2003). However, at the same time, research shows that adults (i.e., parents and educators) play an important role in fostering and supporting the development of those skills (Rehmat et al., 2020; Ehsan et al., 2019). In this blog, we will share research-to-practice insight into developing engineering experiences for autistic children, and strategies to engage them in engineering that build on their assets and evaluate their engagement.

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