Optimizing Mathematics Learning for Children with Autism Using Flashcard Approach

Education for autistic children requires a specialized approach that can accommodate their unique needs. Children on the autism spectrum often face challenges in understanding abstract concepts, including
math. Therefore, visual and repetitive learning methods, such as the use of flashcards, can be an effective tool in helping them. This study aims to contribute to a more comprehensive and in-depth understanding of the use of flashcards in math education for children with autism, as well as provide better recommendations for future educational practices and policies. Research Design The research used an in-depth qualitative case study design to explore the role of flashcards in improving math comprehension in children with autism. The research focused on direct observation and interaction during the learning process. The research subjects consisted of two children on the autism spectrum aged between 6-10 years old. Both children were enrolled in an inclusive
primary school and each was accompanied by one special assistant
teacher (SETAs). The selection of subjects was done by purposive sampling based on the diagnosis of autism and approval from the
teacher. Research Instruments The instruments used in this study include Math Flashcards, Classroom Observation, and Special Assistance Teacher (SETAs) Interviews. Data Collection Techniques using Direct Observation, Semi-Structured Interviews. Data Analysis Techniques using Qualitative Analysis Techniques, namely Data from
observations, and interviews, will be analyzed using thematic analysis techniques to identify patterns and themes that arise in responses and behavior. Descriptive Analysis Techniques are used to describe the characteristics of research subjects and the results of observations and
interviews. The results revealed that using flashcards as a visual aid significantly improves math comprehension in children with autism, and helps increase the active involvement of children with autism in the learning process. The results of this study provide empirical evidence
supporting the use of flashcards as an effective tool in mathematics education for children with autism