Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils’ mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental Disabilities (TEN‐DD) programme could be implemented by teaching staff in a special school in the UK to improve the numeracy skills of students with autism. Adaptations to the delivery of the programme were made during the study as a result of continued collaboration with the participating school. The findings suggest that it may be feasible to implement the TEN‐DD programme using a school staff delivery model and it may help learners improve their early numeracy skills. Practical aspects of TEN‐DD’s implementation highlighted the need to incorporate more systematic adaptations for minimally verbal students, as well as for learners who might need additional training with prerequisite skills.

中文翻译：

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使用学校教职员工交付模型向自闭症学生进行早期计算

数学是英国的核心课程之一，其重点是在所有关键阶段发展学生的数学能力。尽管如此，残疾学生的数学能力仍然很低。当前的研究探讨了英国特殊学校的教职员工可以实施针对发育障碍儿童的早期算术教学（TEN-DD）的方法，以提高自闭症学生的计算能力。在研究期间，由于与参与学校的持续合作，对课程的交付做出了调整。研究结果表明，使用学校教职员工交付模型实施TEN-DD计划可能是可行的，并且可以帮助学习者提高其早期计算能力。