TEACHING MATHEMATICS TO STUDENTS WITH DOUBLE EXCEPTIONALITY, AUTISM SPECTRUM DISORDER (ASD), AND HIGH ABILITIES/GIFTEDNESS IN THE EARLY YEARS

Abstract

This article discusses pedagogical practices for teaching mathematics to students with dual exceptionalities—those who are simultaneously diagnosed with Autism Spectrum Disorder (ASD) and High Abilities/Giftedness (HA/GD) in the early years of elementary school. The research is based on a systematic literature review, with case study analysis and a descriptive approach, aiming to understand the challenges faced by this population and propose inclusive and personalized teaching strategies that consider their specific needs. The results indicate that methodologies based on explicit teaching, curricular enrichment, and visual approaches are effective in enhancing the mathematical abilities of these students, respecting their cognitive and emotional particularities. Although there have been theoretical and legal advances in the field of inclusion, gaps remain in teacher training and school practices, especially in the recognition and appropriate support of dual exceptionalities. The discussion emphasizes the importance of curricular flexibility, individualized assessment, and intentional pedagogical mediation in the teaching-learning process. It is concluded that a personalized approach that values both the talents and challenges of students with ASD and AD/HD is essential to ensuring a meaningful, inclusive, and equitable mathematics education.