FEATURES OF TEACHING MATHEMATICAL CONCEPTS TO YOUNGER STUDENTS WITH AUTISM SPECTRUM DISORDERS AND INTELLECTUAL DISABILITIES

Shumakova Nadezhda Sergeevna, Yakovleva Irina Mikhailovna

The article is devoted to the analysis of scientific, theoretical and methodological literature on teaching mathematical concepts to children with autism spectrum disorder and intellectual disabilities. During the theoretical study, it was noted that a sufficient number of literary sources confirm an active interest in the topic of forming mathematical representations in children with intellectual disabilities, at the same time, a fairly small number of works devoted to teaching mathematics to children with ASD were revealed, which indicates a narrower target audience and the need for additional research in order to identify the most effective strategies and teaching methods. In this study, the key aspects of teaching mathematical representations to children with intellectual disabilities are highlighted, as well as the features of the organization of the educational process for students with autism spectrum disorders: key approaches are disclosed, the features of the organization of the educational process are systematized.

Keywords:elementary mathematical concepts; primary school children with autism spectrum disorders; primary school children with intellectual disabilities.