What is it about?
This study surveyed 250 teachers in special and inclusive education settings about evidence-based ways of teaching mathematics to children with autism spectrum disorder. These include explicit instruction, moving from concrete objects to pictures to abstract symbols, breaking skills into small steps, and technology-assisted learning such as video modelling. It asked how well teachers know these strategies, how they use them, and what gets in the way.
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Why is it important?
Teachers were well aware of these strategies, rated them as effective and reported using them widely. However, limited training, lack of time and resources, and weak institutional support prevented consistent, high-quality use. Closing this gap between research and classroom practice through professional development, resources and administrative support could improve mathematics learning for autistic students.
Perspectives
Mathematics is an area where autistic children can make real progress when their teachers have the right support. I hope these findings help schools and policymakers invest in training and resources so that proven strategies are used consistently in every classroom.
Prof Nizar H Bagadood
Umm Al-Qura University
Read the Original
This page is a summary of: Practices of Evidence-based Mathematics Interventions for Children with Autism Spectrum Disorder: A Cross-sectional Study, Annals of African Medicine, July 2026, Wolters Kluwer Health,
DOI: 10.4103/aam.aam_447_26.
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