Autism Spectrum Disorder: Building Math Skills Reference Guide
Detail
This 6-page laminated reference guide serves as a valuable tool for teachers, paraeducators, and other educators who are responsible for ensuring students with autism spectrum disorder (ASD) and/or other developmental disabilities acquire the foundation skills that will enable them to participate in the Common Core State Standards curriculum in mathematics.
This guide focuses on visual performance skills, which are critical elements of early learning and comprise the foundation of math comprehension. Many students with ASD and certain other learning disabilities have difficulty mastering visual performance skills, leaving them ill- equipped to learn advanced mathematical concepts and achieve competency in numeracy.
This guide presents step-by-step exercises teachers can use to help students acquire each of the following key visual performance skills:
In addition, the guide recommends general strategies for working with these students, writing IEP goals for visual performance skills, and making useful accommodations for instruction and assessment. Utilizing these and other accommodations adheres to the framework of Universal Design for Learning (UDL), which calls for flexibility in the way information is presented, the way students respond or demonstrate their knowledge, and the way students are engaged.
This guide focuses on visual performance skills, which are critical elements of early learning and comprise the foundation of math comprehension. Many students with ASD and certain other learning disabilities have difficulty mastering visual performance skills, leaving them ill- equipped to learn advanced mathematical concepts and achieve competency in numeracy.
This guide presents step-by-step exercises teachers can use to help students acquire each of the following key visual performance skills:
- Matching
- Sorting
- Oddity principle (same and different)
- Recognition of color, shape, and size
- Patterning
- Seriation
In addition, the guide recommends general strategies for working with these students, writing IEP goals for visual performance skills, and making useful accommodations for instruction and assessment. Utilizing these and other accommodations adheres to the framework of Universal Design for Learning (UDL), which calls for flexibility in the way information is presented, the way students respond or demonstrate their knowledge, and the way students are engaged.