MATHEMATICAL ABILITIES AND EDUCATIONAL STRATEGIES FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

The exploration of mathematical abilities in children with Autism Spectrum Disorder (ASD) reveals a diverse and complex landscape, highlighting both strengths and challenges. Structured mathematics education plays a vital role in the cognitive development of these children by offering tailored, predictable methods that address their unique learning needs. King, Lemons, and Davidson (2016) stress the importance of evidence-based practices to help students with disabilities meet rigorous mathematical standards. Their review underscores the necessity of targeted interventions, particularly for students with co-occurring intellectual disabilities. Iuculano et al. (2014) further explore the cognitive strengths of children with ASD in mathematics, revealing that these individuals often employ sophisticated problem-solving strategies, despite differences in brain activation patterns compared to their typically developing peers. This suggests that specialized educational approaches could leverage these strengths effectively. Oswald et al. (2016) address the spectrum of mathematical achievement within ASD, from mathematical disabilities to giftedness, and the influence of cognitive and clinical factors such as test anxiety and perceptual reasoning. Their findings emphasize the need for interventions that consider individual differences in mathematical ability. Chiang and Lin (2007) and Titeca, Roeyers, and Desoete (2017) highlight the variability in mathematical skills among children with Asperger Syndrome (AS) and high-functioning autism (HFA), showing that while some have average abilities, others may exhibit significant weaknesses or exceptional skills. Early numerical competencies were found to be similar between children with ASD and typically developing peers, suggesting that early educational strategies should focus on foundational skills. Wei et al. (2015) examine longitudinal growth and achievement profiles, identifying distinct categories such as hyperlexia and hypercalculia, and noting how socioeconomic factors impact mathematical development. These studies collectively advocate for a nuanced understanding of ASD and suggest that tailored, evidence-based educational strategies are crucial for supporting the diverse needs of students with autism.