Аннотация
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.