Practices of the teachers worki̇ng with students with autism spectrum disorder with regard to math skills

The aim of this study is to determine math skill-related practices used by the teachers working with autism spectrum disorder. In this study a case study pattern, one of the patterns of qualitative research method, was used. The participant of this study included 15 teachers working with students diagnosed with autism in a public school of special education in the center of the Tokat province. A semi-structured interview form was used in order to find out and analyses data. This form was created as a result of dense and extensive literature scanning and then the required additions and subtractions were made by taking the opinions of two experts who finished their doctorate and have been giving undergraduate and postgraduate courses in the department of special education in the faculty of education of Gaziosmanpaşa University. Prior to the major interviews, the practicability of the questions were examined during the pre-interviews with two teacher candidates and with expert opinions, the interview form was finalized by reducing the number of questions and the semi-structured interview form and interview questions were determined. It was concluded that while settings objectives related to how to teach math skills, most of the teachers working with autism spectrum disorders measured performances of the students by using broad evaluation forms. It was determined that teachers pat most attention to the readiness of the students as well as their capability to use the notions and skills that they have learned in everyday life. It was stated that when determining the notions and math skills taught to students, teachers paid the most attention to their readiness as well as their capability to use the notions and skills they have learned in everyday life. In teaching math notions and skills, it was seen that teachers have much more difficulty in settings math objectives because students can't reach enough level of readiness. Within the scope of solutions offered regarding to difficulties encountered in the teaching of math notions and skills, laying emphasis on communicating with the families and starting education at an early age are among the primary data. While making students become skillful, it was determined that concrete materials rather than those utilized should be used and it is a necessity that these materials should be attention grabbing and used in everyday life. It was seen that most of the teachers resort to direct expression method from the method techniques. It was seen that teachers resort to peer meditative learning technique at the least. It was seen that the studies done during the teaching of math skills and notions are mostly one-to-one teaching and teaching by using materials. It was seen that of the difficulties faced during the application of teaching math skills and notions, the most obvious one is the attention problem the students encounter. It was understood that the least difficulties encountered are the inappropriacy of the class environment for education, larger class sizes in some classrooms and the inappropriacy of special education sessions. It was seen that solution offers regarding to difficulties faced during the teaching of math skills and notions are mostly the extension of individualized instruction and the providing of real object materials. It was seen that more and more materials are used and adaptations in the activities are made with regard to individualization of learning. Preparing materials in making adaptation heterogeneity of the physical environment are among the most difficulties encountered. It was seen that while making adaptation the solution offers made by the teachers are mostly developing materials and using the individual learning rooms. In the light of conclusions made the teaching of students with autism spectrum disorder can be started with functional skills and notions which make their lives easier. The teachers who take charge in special education classes can be informed of teaching methods and techniques used in math teaching. Providing special education materials to be used in math teaching and their diversification can be ensured. In addition to these the physical conditions of the classes must be made suitable and more functional during the teaching of the students with autism spectrum disorder. Teacher of special education should be provided with receiving in service training in order for them to perform application correctly and efficiently.