How to teach an autistic child math

Homeschool Math Curriculum for Students With Autism

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If you’re getting ready to teach math to a student with autism, you’ll soon discover that there will be a lot of exciting, a-ha moments, as well as a few challenges along the way. However, employing specific strategies and getting to know your child on an academic level can help make the experience enjoyable for both of you and help you overcome any obstacles like a pro.

This page provides useful information that can benefit anyone who is teaching math to a child with autism. You’ll discover why some students with autism excel in math, what to look for in a math curriculum, and how Time4Learning can help your student with autism succeed.

Autism and Math
How to Teach Math to a Child With Autism
Math Curriculum for Students With Autism
How Time4Learning Curriculum Helps Students with Autism

Autism and Math

Evidence in the last few years has suggested that children with autism may have certain cognitive strengths in mathematics. A study published in Biological Psychiatry in 2013 seems to coincide with that theory.

Researchers found that certain parts of the brain in children with autism are activated when solving math problems, and that they tend to use different approaches when solving these problems when compared to students without autism. In the study, the children with autism used decomposition when solving addition problems twice as much as the typically developing students in the study. This strategy involves breaking down each problem into smaller problems to find the answer.

How to Teach Math to a Child With Autism

Since Autism Spectrum Disorder is so wide-ranging, there really isn’t one particular method to teach math to students with autism. As with students in general, each child has his or her own preferred way of learning, with their own individual strengths and weaknesses. Getting to know your child on various levels will give you better insight as to what teaching method will work best.

Time4Learning’s online curriculum provides visual representation and grouping, which is similar to the use of physical manipulatives in the classroom which are often beneficially used by children on the spectrum. As many students on the spectrum see and understand things physically and literally, it helps to display an actual representation of the number of items you are adding, subtracting or multiplying. As students transition into the older grade levels which introduce word problems, Time4Learning also provides families with additional free tools.

Teaching math to students with autism can be aided by following these strategies:

Identify your child’s interest and use it to teach math concepts.
Capitalize on their visual-spatial learning style by using multimedia teaching tools.
List out math facts so your child can easily refer to it whenever they need.
Teach math concepts through visual examples and pair them with verbal instructions for those that are partially verbal or non-verbal.
Make teaching math fun by playing games with flash cards, apps, or an online curriculum.
Use technology to help those students whose fine motor skills aren’t as developed.
Provide praise as often as possible to keep students motivated.
Use multiple-choice format rather than yes or no questions.

Math Curriculum for Students With Autism

When teaching math to students with autism, math curriculum choice is critical. Finding a math curriculum for students on the spectrum doesn’t need to be a taxing chore. Employing proven and research-backed strategies can help make the teaching and learning process for both parties less stressful and a lot more enjoyable.

When trying to find the ideal math curriculum for students on the spectrum ask yourself:

What are my child’s math learning strengths?
Can I modify the math curriculum to focus on those strengths?
How does the math curriculum address my child’s areas of weakness?

Answering these questions will give you a huge advantage when looking through math programs for students with autism.

How Time4Learning Curriculum Helps Students with Autism

Time4Learning is an award-winning, online curriculum that has received the distinction of being a Certified Autism Resource by IBCCES. Our interactive curriculum teaches students through engaging lessons using a student-paced approach, which includes access to multiple grade levels at a time. This ensures a strong foundation and closes gaps that may have been missed in previous grade levels.

The fun, interactive nature of Time4Learning appeals to students with autism since it offers a visually appealing presentation that captures their attention and motivates them to learn. Lessons and activities are brief, usually no longer than several minutes, and parents have the option to have their children redo activities, skip specific lessons, and more. Just as well, parents having access to the answer keys for tests and quizzes in Time4Learning assists them in aiding their intuitive math students, without having to review the lessons themselves.

Time4Learning’s math curriculum offers activities that benefit students on the spectrum with these key features:

Student-paced, online learning program delivers customized instruction.
Focuses on fundamental math concepts to help develop strong math skills.
Brief lessons, activities and practice opportunities focus on core content to ensure mastery and retention.
Designed to allow students to progress at their own pace with the option to redo activities and retake tests.
Automated record keeping allows parents to track student progress and quickly identify problem areas.

Math Strategies for Autistic Students

RESOURCES FOR CHILDREN WITH SPECIAL NEEDS

When it comes to homeschooling, there are certain subjects that parents just don’t feel comfortable teaching. At the top of the list, you’ll usually find math.

When it comes to autism and math skills, some students are highly gifted. There are others who can memorize certain facts but are unable to apply the information when solving problems and equations. Since there are various autism spectrum disorders, it’s important to consider the child’s current academic abilities as well as their communication, social and behavioral skills when selecting the ideal math curriculum for autistic students.

Below are a few math strategies for autistic students that can help parents successfully teach the subject and keep their children engaged in the process.

Visual Aids

Math is one of those topics in which doing is the best way to learn. If your child is young and just learning the numbers or simple addition and subtraction, you may want to use small toys or their favorite snacks to add and subtract. Math counters are a great tool to teach students to add, subtract, and count. An abacus is also a useful item that helps them perform calculations and overcome their math difficulties. These manipulatives are also great for students who are prone to fidget.

One Step at a Time

When teaching math to students with autism, it’s important to make sure they have basic speech skills first so they can understand commands and directions. Don’t overwhelm your child with everything they need to do at once. For students with autism who struggle with communication skills, it is best to provide step by step, simple-to-follow verbal directions. In addition, make sure to give your child ample time to complete one step before moving on to the next. For students who may not be able to communicate verbally, you can also show them what to do first so they can then mirror what you did.

Write it Out

If your child is still working on their fine motor skills, holding a pencil might be a challenge. Having your child trace numbers into the air is a good start. You can also have your child work on a computer or tablet since it may be easier for them to use a keyboard and/or touch screen. For students who have developed their fine motor skills, a small whiteboard and dry erase marker are perfect for learning to count and writing equations.

Printable Math Worksheets

Looking for more ways to introduce math into your homeschool? Download this printable math packet for K-12 students and start practicing or advancing your math skills today.

Start Practicing Now!

Make a Plan

For many students with autism, following a routine helps them feel at ease since they know what to expect. Whether it’s doing math after breakfast or before recess, doing so at the same time each day allows them to mentally prepare. It can also help to start math the same way each time. This can be by singing a particular song or starting each lesson by sitting on a special rug.

Let’s Play

Math games for autistic students can be very effective, especially when the subject isn’t exactly their favorite. Whether in person, or online, playing games can help your child associate math with fun, thereby increasing their interest. You can try apps, an online curriculum, or even card games/flash cards. You can also try incorporating something your child likes or brings them comfort, perhaps a particular toy or a special blanket.

You Did It

Be sure to give your child praise when they learn a new skill or get a correct answer. This helps motivate students and will help them associate math with good, positive feelings. Remember that for some children with autism, facial expressions and other non-verbal cues are difficult to understand, so be sure you use straightforward, direct language when expressing what a great job they did.

If your child tends to become overstimulated, be sure to choose a teaching environment that is quiet, free of distractions and clutter. Keep in mind that lighting can also play a role in a student’s comfort level, so whether you have to open windows or dim the lights, do what works best for your child. If you find that your child is not interested despite your best efforts, it may be possible that what you are teaching them may not be challenging enough.

Lastly, don’t forget to take breaks when you notice that your child is losing interest or becoming frustrated. Setting up a sensory station can be the perfect way for your child to relax. Remember, these are special memories you are making with your child as you both learn new things together.

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How to teach kids with autism to count • Autism is

Students with special needs, such as autism, often need individualized instruction to learn basic learning skills. Below are some techniques for teaching children with autism basic counting skills.

Students with autism and math skills

Zach is a second grader with autism who is in elementary school. Because he has autism, he has difficulty understanding speech and social communication. Like other students with autism, Zach has his own unique strengths and weaknesses that can either help or hinder his academic success. Zack's teacher's biggest concern is his math skills. Zack can only count up to three so far, and he can't count items. nine0003

Very often, children with autism need individual, tailor-made learning to make progress in a difficult area. During Zach's one-on-one math teaching, his teacher adheres to the following general principles for teaching children with autism:

— Develop a consistent, repetitive lesson plan so students know what to expect.

— Lessons should be kept short and simple for the student, this is very important to keep the student motivated. nine0003

- Use as much visual support as possible and speak as little as possible.

— Be sure to provide positive rewards to the student for correct answers, such as praise and/or some small rewards or prizes. The main thing is that it should be something that pleases and interests the student.

How to teach a child to count

Let's look at the two main purposes of counting: sequential counting and counting the right amount. Below is a discussion of how the teacher helps Zach understand these concepts, and also lists several possible strategies for reinforcing knowledge in the classroom. These ideas are designed for elementary school students and individual lessons. However, they can be adapted for small group classes and for older students. nine0003

Sequential counting

Sequential counting means that we list the numbers one after the other, that is, we repeat their sequence. This is the easiest numeracy skill and is essential for progressing to more complex math skills. For example, if you tell a student to count to five, and he says: “One, two, three, four, five,” then he can be taught to count to ten.

Songs or poems

Many children find it easier to remember something if it is part of a song or poem. For example, a teacher is learning a song with Zack with the text: "One, two, three, four, five, I caught a fish again." nine0003

He also sang with him the numbers 1 to 5 as a scale. He starts with a low tone, and then at each number he raises the tone higher and higher. If you are not comfortable singing, you can use the same idea, but not with the tone, but with the volume of the voice. For example, "one" is said in a whisper, and as you move towards five, the voice gets louder and louder.

Combining counting with objects

Typically, the problem with counting is that the student can mechanically repeat a sequence of numbers, but he does not understand what each number means. Once the child has mastered sequential counting, it is important to start teaching him to combine each number in sequence with the addition of one object. nine0003

This means that the child can count the number of objects if there are several. "Three" is not just a word. It means three things. For example, you give a child a handful of balloons, tell him to count the balloons, and he can tell you how many balloons there are.

Touch and Slide

The teacher gives Zach five small plastic squares. He shows Zach how to count squares using what he calls "touch and slide".

He puts the squares in a pile on the table. He puts his finger on one square and pushes it to the other side so that it slides on the table, while he says: "One. " Then he pushes another square and says "Two". He continues to do this with all five squares. He simulates the action for Zack a few times, then Zack does it too. The teacher prompts Zack as needed until Zack manages to do it completely on his own. nine0003

“Count”

The teacher puts five figures on the table. He tells Zach, "Give me two." Zak counts out two figures and passes them to the teacher. They repeat this skill with different numbers from 1 to 5, the numbers are presented in random order so that Zack has the opportunity to repeat the procedure many times for each number. Multiple repetitions are needed to build Zack's counting skills.

From time to time the teacher changes places with Zach so that it is Zach who says to him: "Give me (number)". Then the teacher gives him the number of objects, which can be right or wrong, and Zack must check if the teacher counted the figures correctly. nine0003

“Count and Throw”

The teacher puts several piles of different objects on the table. Zack himself chooses which items to count, counts them and says the number out loud. If he correctly named the quantity, he drops all the items from the table into a special basket. If he made a mistake, then the pile remains on the table, and he moves on to other items. If Zack counted more items correctly than incorrectly, then he is considered the winner of the game. This helps Zach generalize his counting skills, transfer them to a variety of subjects and practice more. And since this is a game, the activity supports high motivation. nine0003

Counting in natural situations

In addition to individual lessons, the teacher finds opportunities throughout the day for Zach to practice both sequential counting and counting objects. Below are some examples of such possibilities.

- The teacher instructs Zack to take glue, pencils or sheets of paper for the students who are sitting with him at the common table, and Zack must count out the required amount.

— During the day, the teacher asks Zach questions such as "How many books do I have on my desk?" or “How many people are standing next to the director?”. nine0003

- Zach is assigned the role of "timer" for the class. For example, the children are told to put the table in order, and Zach must slowly count to five. When Zach says "five", nothing extra should be left on the table.

Conclusion

Children with autism have speech and social communication difficulties. Many students, like Zach, will need individual, tailor-made classes in sequential counting and object counting. Songs, poems, and counting specific items can help them practice their counting skills. nine0003

Peculiarities of teaching mathematics to children with autism

Classes: 1, 2, 3, 4, 5, 6, 7, 8, 9

Autism is a severe disorder of mental development, in which, first of all, the ability to communicate and social interaction suffers. ASD is a fairly common problem of childhood and is characterized by a violation of the development of communication, speech skills, as well as social and gaming skills. nine0003

Teaching mathematics to children with autism spectrum disorders (ASD), complicated by mild mental retardation, is a big problem due to specific developmental features:

severe insufficiency or complete lack of need for contacts with others, difficulties in interacting with peers, isolation from the outside world;
features of the emotional-volitional sphere: weakness or distortion of emotional response, poverty of emotions, their monotony, inadequacy, manifestations of negativism when trying to involve the child in voluntary activity; nine0100
fear of everything new, commitment to maintaining the same environment;
limited visual contact, fragmentation of visual attention;
specific features of speech development: understanding of addressed speech at the everyday level, own speech is presented from vocalizations
to autonomous speech (talking to oneself using complex phrases, clichés with insufficient understanding of them). Often there are immediate or delayed echolalia; gross violation of the communicative function of speech, low speech activity; nine0100
low formation of higher cortical functions, primarily spatial orientation.

The assimilation of educational material and the development of social skills is uneven and selective. Acquired knowledge, skills and abilities are transferred with great difficulty and used in real life.

The formation of life competence is an integral and essential part of the general education of a child with ASD. Mathematics is an important general educational subject that contributes to the mastery of simple logical operations, spatial, temporal quantitative representations, the necessary computational and measuring skills for understanding the surrounding objects, processes, phenomena. nine0003

Teaching mathematics is of a subject-based and practical nature, closely related both to the life and professional and labor training of students, and to other academic disciplines. Mathematics makes a significant contribution to the development and correction of thinking and speech, it significantly advances the majority of students on the path to mastering the elements of logical thinking.

Like all children, a child with autism has his strengths and weaknesses, his views on life, they may like and dislike completely different things. Teaching students with autism requires from the teacher not only knowledge of the subject and teaching methods, but also knowledge of the characteristics of the disease and the possibilities of working with students in this category. But many classic programs for teaching mathematics, pedagogical techniques from this area can be adapted to the individual characteristics and interests of the student, so that mathematical actions and concepts acquire meaning for him. nine0003

Children with autism often need individualized instruction, and for the success of their education, all their psychological characteristics must be taken into account.

Our task is to understand this and not react negatively. Try to guess what questions the child might have if he could express them.

Autism can cause problems using speech Speech is needed to explain the problems lurking in mathematics The speech problems that accompany autism can make math much more difficult. If language problems are present, our task will be much more difficult. nine0003

Many tasks can be explained using visual examples, which are usually accompanied by verbal explanations. Therein lies the difficulty. You need to use visual materials as often as possible when teaching a child.

A child with autism may not show interest in what we are trying to teach him. Autistic children often have a very narrow range of interests. Studying mathematics may not be interesting for them, which will cause a lack of concentration. To get them to focus on learning, we need to make the learning process entertaining and fun. For this, it is necessary to use all suitable teaching aids and methods: ICT, cards with drawings and diagrams, abacus and a voice calculator, Kuizener's sticks are counting sticks, which are called "numbers in color". The use of numbers in color allows children to develop a concept of number based on counting and measuring. nine0003

How to overcome learning difficulties?

1. Get your child interested in the learning process. A great way would be to combine the interests of the child with math problems.

2. If possible, find a book of examples with illustrations of interest. This can pique the child's interest in the work that needs to be done.

3. Praise your child as often as possible. Despite the fact that autistic children may look completely aloof, they are ardent learners. Give them constant positive feedback; this is very important to keep them motivated. nine0003

4. It will make them happier and help them associate learning with positive emotions. Instead of being afraid of learning, autistic children will see the process as an opportunity to receive positive attention.

5. Try to avoid questions that can only be answered with 'yes' or 'no', ask questions that involve multiple answers. The difficulty caused by speech problems can create a barrier to learning mathematical principles. Using questions with multiple answers can help make the process a little easier. nine0003

6. Ask the child to repeat your actions. Having your child repeat your actions is very effective and will lead to excellent results. For example, when you take five balls, then the child must also take five balls. Show him that you only have four balls left if you save one.

7. Focus on the mental development of the child when drawing up a lesson plan. Make sure you know the child's developmental level and build on that. Your child may not meet the school age requirements, so proceed from his skills and abilities. Some areas of mathematics may be easier for him than others. This means that you should find easier approaches to some topics. nine0003

8. Give the task one at a time, and do not dump everything on the child at once. Do not give many explanations at once. Autistic children have problems with the sequence of memorization. If the child is able to read, then write down all the explanations in order. If the child has difficulty understanding the first set of explanations, don't confuse them by trying to explain the next block. I encounter in my practice the fact that my student can understand the complex principles of mathematics, but is not able to remember that he needs to write down his homework. Communication with a student is very often difficult, he may not show whether he understands the explanations or not. He often does not say that it is he who does not understand or does not follow the explanations at all. nine0003

9. The abacus is one of the most popular items used by almost all children when learning the basics of addition and subtraction. The use of materialistic objects will give the child the perception of counting in his mind. If a child does not calculate well in his mind, then he can simply imagine the scores, rearrange the beads in his head, write a ready-made answer on paper.

10. Speak clearly, as A child with autism may have difficulty understanding humor or sarcasm. nine0003

11. Try to protect the child from bullying other children.

12.Make sure the child is always supervised by an adult.

For a good result, it is necessary to create a positive environment for the student.

The traditional system of education is rarely interesting for an autistic person; he will only learn what he chooses. Of course, children with RDA can go to regular school, but they also need additional development. And here you can use the basics of mental arithmetic. Mental arithmetic for an autist is good not only because it helps to understand the basic principles of solving problems and examples, but also by influencing both hemispheres of the brain. Some doctors suggest that the problem of autism lies in the poor interaction of the hemispheres, and during classes, the connections between them will be strengthened. The child will like the opportunity to reduce contact with teachers and other students to a minimum, only a computer is needed for training. In addition, possible mathematical talents will be revealed faster, because it will be more comfortable to study. nine0003

Mental arithmetic is a program for the development of mental and creative abilities, based on a system of mental counting. It is known that the left hemisphere is responsible for logic, rationality and analysis, and the right - for imagery, integrity, intuition, fantasy and imagination. Mental arithmetic, in addition to developing fast counting, helps to develop the relationship between the work of both hemispheres in order to maximize the potential of the child. Classes in mental arithmetic improve mathematical abilities, increase brain activity, making the brain not lazy, promote the development of logic, concentration and memory, and are an effective tool for intellectual development.