Teachers' Perceptions of Autistic Children's Maths Learning Difficulties at Talenta Kudus Inclusive School

Abstract

Teachers have a central role in the success of inclusive education, especially in dealing with the learning difficulties of autistic students. This study aims to examine teachers' perceptions of difficulties in learning mathematics for autistic children at Talenta Kudus Inclusive School. The method used was descriptive qualitative with data collection techniques through interviews, classroom observations, and documentation. The research subjects consisted of class teachers, subject teachers, and special assistant teachers. The results showed that teachers perceived the main difficulties to be students' focus disorder, limited understanding of symbolic or abstract instructions, and obstacles in transferring mathematical concepts. Teachers expressed the need for concrete, visual approaches, as well as the use of repetition and direct assistance. Despite the limitations of training and teaching media, teachers showed high commitment by adjusting the curriculum based on children's abilities and applying the principle of learning "until you can". This study emphasises the importance of a collaborative role between teachers, parents and schools in supporting the mathematics learning process for children with autism in inclusive classrooms.