Inclusive Mathematics Learning Based on Visuals and Gestures for Students with Autism: A Focused Video Study

Abstract

Students with autism often face challenges in understanding mathematical concepts due to limited verbal communication and difficulty interpreting abstract symbols. In inclusive classrooms, this issue calls for adaptive, multisensory strategies aligned with the visual and kinesthetic learning styles common among these students. This study examines the effectiveness of mathematics instruction integrating visual media and gestures to improve engagement and understanding in students with autism. A descriptive qualitative approach was employed, using a 2400-second classroom video, from which a focused 63.83-second segment was purposively selected for detailed analysis. This selection followed the principles of focused video analysis, emphasizing intensive observation within a representative timeframe. Data were analyzed qualitatively to explore teacher strategies, communication types, and student responses, and quantitatively through time-based segmentation to examine interaction frequency, communication forms, response types, and average response duration. The results show that visual-gestural strategies fostered adaptive, two-way communication, with active responses dominating and consistent response times. Teachers used a mix of verbal and nonverbal cues to make abstract concepts more concrete. These findings suggest that integrating gestures and visual media holds strong potential as a practical strategy for designing inclusive, effective mathematics instruction for students with autism.