Beyond inclusion: Building a meaningful maths community for students with autism
Written by: Andy Croft
7 min read
ANDY CROFT, MATHS LEAD, SNOWFIELDS ACADEMY, UK
Introduction
As a maths teacher in a specialist school for students with autism, I navigate a persistent tension: preparing students for qualifications and future study while ensuring that they develop the numeracy skills needed to thrive in daily life.
A recent discussion at a Kent special schools networking event highlighted this dilemma. Should we continue teaching analogue time to secondary-age students with SEND (special educational needs and disabilities) who have not yet acquired the skill, or is it an outdated priority in a digital world? This question reflects a broader challenge: when does an inclusive curriculum truly serve students and when does it risk leaving them disengaged?
Ofsted’s Coordinating mathematical success report (2023) acknowledges this challenge, noting that while an inclusive, age-related approach to learning is effective for many, some students sit through lessons without comprehension, no matter ho
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