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Background: Adolescents on the autism spectrum often experience challenges participating socially in inclusive education. The majority of school-based social supports focuses on social skills training, although research shows that students on the spectrum prefer activity-based social groups over social instructions. Thus, activity-based school clubs incorporating student interests may support social participation. Method: This mixed-methods study explored the preliminary social participation outcomes of adolescents on the spectrum in an inclusive Maker Club at three public schools. The quantitative phase examined longitudinal social behavior rates throughout the school club among students (n = 12). The qualitative phase interviewed six teachers in three schools (n = 6) to explore teacher perceptions of student social outcomes compared to general classrooms and program outcomes associated with the programs. Results: Mixed-effects modeling revealed increased social response rates and social reciprocity over time in both students on the spectrum and non-autistic peers without any group differences. Teachers reported that students on the spectrum engaged more socially than in general classrooms and attributed the positive outcomes to activities encouraging shared interests and the flexible social environment. Conclusions: Inclusive school clubs incorporating shared interests and joint activities among students may socially support students on the spectrum in inclusive education.

Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination.

Turning everyday activities such as baking into scientific activities is more than just fun: it is important for our children's futures. Science investigations provide an opportunity for children to learn about scientific concepts and listen to their peers, family, and community members, and to respond to their questions or ideas. It also provides them with an opportunity to ask and answer their own questions, build persistence, and improve their problem-solving and self-regulation skills, which are essential for academic success. As the world becomes increasingly science- and technology-oriented, all children need to become proficient in science, whatever their chosen field. STEM (science, technology, engineering, and math) education has become a national priority, and even early childhood teachers are expected to increase the quantity and quality of the science experiences they provide, particularly for their traditionally underserved students. In improving early childhood science experiences, parents can be a powerful ally. This article discusses simple changes parents can embrace in order to make everyday activities more scientific--for instance, asking: "Which objects float in the bathtub and which don't? Why might that be?" Or "Which glass holds more water--the tall, thin one or the short, wide one? How can we tell?" Or "While we are at the zoo today, let's think about some of the things that are similar among all plant eaters and some of the things that are different."

Investigating real-world phenomena in a playful, exploratory setting is a natural process for young children. Teachers can capitalize on children's curiosity to foster their understanding of science ideas and their engagement in science practices, such as predicting, experimenting, observing, comparing, and contrasting. Force and motion investigations like these allow preschoolers to practice experimentation while developing the ability to make predictions and reflect on their observations. Engaging in science practices allows children to develop conceptual understanding of science phenomena and learn how science works (NGSS Lead States 2013) as well as learn other important STEM domains (e.g., mathematics). Many preschool classrooms provide young children with opportunities to build and use ramps, yet systematic investigations with ramps can be challenging because rolling objects often move quickly, making it hard for children to closely observe motion and reflect on findings. Moreover, children may need support to link what they observe during investigations to variables they can change and test systematically. Digital tools can support teachers' and children's engagement in science investigations. Children learn, rather than as something that simply delivers information.

Many preschool classrooms explore plant growth. However, because many plants take a long time to grow, it is often hard to facilitate engagement in some practices (i.e., since change is typically not observable from one day to another, children often forget their prior predictions or cannot recall what plants looked like days or weeks earlier). Documentation in journals, using digital or paper versions, enables children to record their observations and predictions and has been found to be a productive learning experience that can support learning from the experimentation process (Brenneman and Louro 2008). This article discusses resources that are part of a larger set of curricular activities that seek to promote young children's science learning. These resources focus on three main areas: (1) "Science Practices," such as asking questions or analyzing/interpreting data; (2) "Science Concepts" focused around big ideas that are present in children's everyday experiences and which capitalize on their natural curiosity; and (3) "Science Discourse" that includes rich science talk and vocabulary that can be guided and modeled by the teacher and allows children to share their ideas, expand upon their thinking, and listen to and reflect on what other classmates are sharing. Throughout these activities, children engage with digital simulations and document experiments that help them consider what plants need to grow.

The article offers information related to teaching force and motion to preschoolers. Topics discussed include a new app designed to help young children to conduct force and motion investigations, new slow-motion video and the group brainstorms to help understand what, why and how questions to foster children's knowledge, and use of a slowmotion video playback to allows children to watch how objects move down ramps.

The article discusses the use of digital tools by K-12 teachers to enrich and facilitate the learning experiences of children, focusing on resources that are part of a larger curricular activities aimed at promoting science learning such as understanding plant growth . It mentions the benefits of digital tools in the learning process, such as complementing and enhancing hands-on learning experiences, promote practices, concepts and discourse, and analysis and interpretation of data.