Autism and mathematics : didactic choices

This qualitative review aims to, through the curriculum theory, investigate mathematics teaching for pupils with autism spectrum disorder (ASD) in the southwest of Sweden. The focus has been on studying four teaching aspects in relation to pupils with ASD in mathematics. Our review takes its primary source of information from interviews with special education teachers working in the southwest of Sweden. The informants have been selected based on four criteria; educated special education teachers, working in schools in the southwest of Sweden, working with pupils in primary school and the teachers needs to be selected from a minimum of three communities. The data has been collected through online interviews via email and the processing of the collected data has been made through an analysis of five steps. Additional data has been collected through a systematic literature search. The network based and the literary data are discussed and put in comparison to each other. The result of this review shows that schools in the southwest of Sweden uses methods and didactical aids that combines visual, auditory and tactical support that match the primal needs of pupils with ASD. The methods and/or materials the pupil gets is determined by the needs of each individual, with the regard that it may need updating as the pupil proceeds to the next level of understanding.