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Setting the stage for successful inclusion of students with autism spectrum disorder: Supports to generate and process mathematical language.

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Title: Setting the stage for successful inclusion of students with autism spectrum disorder: Supports to generate and process mathematical language.
Authors: Cox, Sarah K.1 (AUTHOR) sarahkirstencox@gmail.com, Hughes, Elizabeth2 (AUTHOR)
Source: School Science & Mathematics. Feb2025, Vol. 125 Issue 1, p121-132. 12p.
Subject Terms: *Autism spectrum disorders, *Learning, *Special education, *Academic employment, *Mathematics students
Abstract: Students with autism spectrum disorder (ASD) are included in the general education classroom more often than ever before. Despite mathematical strengths and early success, these students experience poor outcomes (academic and employment) compared to their typically developing peers. The language of mathematics increases in complexity, use, and expectations as students age. To facilitate the development of mathematical proficiency for students with ASD, teachers can incorporate instructional strategies to support language processing and use in mathematics. This manuscript provides practical advice for teachers who want to support math language for students with ASD in the general education environment including (a) the importance of these supports, (b) specific recommendations, (c) visual and descriptive examples, and (d) additional resources. [ABSTRACT FROM AUTHOR]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Setting the stage for successful inclusion of students with autism spectrum disorder: Supports to generate and process mathematical language.
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  Data: <searchLink fieldCode="AR" term="%22Cox%2C+Sarah+K%2E%22">Cox, Sarah K.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sarahkirstencox@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Hughes%2C+Elizabeth%22">Hughes, Elizabeth</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Feb2025, Vol. 125 Issue 1, p121-132. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+employment%22">Academic employment</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink>
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  Data: Students with autism spectrum disorder (ASD) are included in the general education classroom more often than ever before. Despite mathematical strengths and early success, these students experience poor outcomes (academic and employment) compared to their typically developing peers. The language of mathematics increases in complexity, use, and expectations as students age. To facilitate the development of mathematical proficiency for students with ASD, teachers can incorporate instructional strategies to support language processing and use in mathematics. This manuscript provides practical advice for teachers who want to support math language for students with ASD in the general education environment including (a) the importance of these supports, (b) specific recommendations, (c) visual and descriptive examples, and (d) additional resources. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ssm.12675
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      – SubjectFull: Mathematics students
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              Text: Feb2025
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