The number of children with diagnosed autism spectrum disorders is constantly growing. Therefore, it is important for teachers to ensure quality classes for them. Children with autism spectrum disorders, that are included in an adapted education programme with lower educational standard, face problems in different areas of life. They are also faced with certain situations in school environment which are harder for them to understand. Consequently, it is necessary to implement adjustments and approaches in class to help students with schoolwork as well as everyday life. In this master’s thesis we focused on the subject Natural Science in adapted education programme with lower educational standard, more specifically the topic Substances in the fourth grade. During the research we completed five lessons and used different methods: demonstration method, laboratory method, play method, work in natural environment method and practical work method. We were establishing whether using a certain method has a positive effect on lesson cooperation, behaviour, motivation and knowledge of pupils with autism spectrum disorders. The sample included one fourth grade of primary school of an adapted education programme with lower educational standard, which is attended by five pupils with autism spectrum disorders. We conducted ten lessons of teaching the topic Substances, two lessons at a time. Before and after the lessons the pupils took a short test of content knowledge. This way I was able to compare the quality of their knowledge before and after conducting a lesson. By completing a control list during lessons, I was able to check pupils’ cooperation and behaviour. After every lesson the pupils marked the level of their motivation on their own. The results showed that the pupils improved their content knowledge with the use of all methods, however it was impossible to determine the most effective method dur to the results not having statistically significant differences. Play method had the best effect on their behaviour and cooperation, although statistically significant differences were not detected in this case either. On the other hand, there was a statistically significant lower motivation level in lessons where work in natural environment method and practical work method were used. There was a similar result in the behaviour and cooperation of pupils with autism spectrum disorder, as their behaviour and knowledge were statistically worse when using the practical work method compared to other methods. We were also able to confirm the theoretical findings which state that pupils with autism spectrum disorders achieve different levels of success in creativity. Pupils with autism spectrum disorders are a very heterogeneous group of children with special needs, which is why we cannot use just one method when planning lessons. We need to consider the pupil’s individual needs and adapt our planning to every single individual. This master’s thesis is useful for teachers and special education teachers who teach pupils with autism spectrum disorders in an adapted education programme with lower educational standard. So far there have been no comparable research in working with pupils with autism spectrum disorders in an adapted education programme with lower educational standard done in Slovenia, so the results of our work could add to higher efficiency in teaching Natural Science in an adapted education programme with lower educational standard for pupils with autism spectrum disorder. Since there is no Natural Science coursebook for the fourth grade of an adapted education programme with lower educational standard that would guide teachers with preparing for teaching, this master’s thesis can also be of help in this area.
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