Teacher Perception of Teaching Strategies for Mathematics in Students with Autism Spectrum Disorder

Abstract

Despite efforts made in the field of inclusive education, academic production regarding teaching and learning strategies in mathematics to support students on the Autism Spectrum is limited. The aim of this study was to analyze the perceptions of mathematics teachers regarding the teaching strategies they use with students with Autism. A qualitative approach was used, with a phenomenological research design, and data were collected through a semi-structured interview applied to 4 teachers from the cities of La Serena, Coquimbo, and Viña del Mar. The results reveal various factors that affect the development of the teaching process, highlighting the influence of the resources provided by educational institutions and collaborative work within them. Teachers acknowledge the diversity within the classroom and that they somehow try to support their students with autism. A relationship is identified between the teachers' perceptions of their diversification practices and their academic training, underscoring the need for constant specialization and updating.