Technology-Supported Mathematics Interventions for Learners with Autism and Special Needs: A Review of Evidence-Based Practices

Abstract

This research investigated technology-assisted math’s interventions for pupils with autism and special needs in terms of evidence-based practices. Quantitative research methodology was adopted, and data from 376 teachers and professionals obtained via structured questionnaire. The work focused on technology cover, teacher skill, teaching methods, evidence-based practices, and obstacles for implementation. Results revealed that teaching staff were moderately to highly familiar with technology-based math interventions; however, resource scarcity, absence of training, inadequate technical support, and institutional constraints were major impeding factors for effective implementation. In addition, data showed that teacher skill, technology cover, and teaching methods were the main factors that influenced evidence-based practices. The paper highlighted that different kinds of assistive technology, virtual manipulatives, educational apps, and digital tools have the potential to foster mathematical learning if accompanied by adequate teacher training and institutional support. The paper advocates teachers' ongoing training, better availability of assistive technology, and more supportive policy measures towards inclusive mathematics education.