Exploring The Experiences of Grade 7 Teachers in Utilizing Mathematics Resources for Learners with Autism
DOI:
https://doi.org/10.63671/ijeir.v2i3.151Keywords:
autism spectrum disorder (ASD), Grade 7 teachers, mathematics resources, inclusive education, instructional strategiesAbstract
This study examined the experiences of Grade 7 teachers in utilizing mathematics resources for learners with Autism Spectrum Disorder (ASD) Level 1. Using a qualitative case study design, data were collected through semi-structured interviews to explore teachers' instructional practices, strategies, and challenges. Findings revealed that teachers commonly used visual learning materials, customized resources to meet individual learner needs, and simplified mathematical tasks to improve understanding and engagement. However, challenges such as limited availability of appropriate resources, difficulty in aligning materials with learners' needs, and time constraints in preparation were identified. Despite these issues, support from teaching resources, autism-specific training, and school leadership contributed positively to instructional effectiveness. Effective mathematics instruction for learners with ASD Level 1 requires both adaptive teaching strategies and institutional support. It is recommended that schools provide sufficient resources and continuous professional development to enhance inclusive teaching practices.
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