Accommodating Children with Austism Spectrum Disorder in a General Education, Mathematics Classroom

This qualitative thesis explores how general education math classrooms can more effectively accommodate and support students with Autism Spectrum Disorder (ASD). Conducted at an elementary school in San Antonio, Texas, the study used teacher and parent surveys, classroom observations, and interviews with educators and families of students with autism. The findings highlight the importance of understanding IEPs, minimizing unnecessary environmental stimuli, and promoting social interaction as critical elements of successful inclusion. This work emphasizes that success for students with ASD involves not only academic achievement but also emotional and social growth—especially within the structure of a mainstream math classroom.