Mapping the Learning Needs and Teaching Tools for Mild Autism in Early Childhood Education

Abstract

This study assessed and evaluated instructional materials used by teachers for children with mild autism, identified preferred learning needs to guide design, and examined materials across content, format, presentation and organization, and manipulative requirements. A sequential explanatory mixed-methods design was employed. In the quantitative phase, 30 special education teachers completed surveys and checklists adapted from the Learning Resources Management and Development System; data were analyzed with descriptive statistics. In the qualitative phase, 10 teachers participated in semi-structured interviews and classroom observations; transcripts and notes underwent thematic analysis. Results showed frequent use of sensory tools, puzzles, manipulatives, and adapted worksheets; overall use of materials was rated “Always” (M = 3.54). Preferred needs emphasized routine and structure, visual aids, hands-on activities, simple language, and one-on-one attention; teacher awareness was rated “Always” (M = 3.67). Material evaluations indicated content (M = 3.31) and format (M = 3.31) were “Very Satisfactory,” presentation and organization were “Satisfactory” (M = 3.23), and manipulative requirements were “Very Satisfactory” (M = 3.46), with recurring gaps in size specifications and visual clarity. Qualitative themes indicated increased engagement under tailored strategies, reduced anxiety with predictable routines, benefits from specialized materials and structured environments, and support from extended processing time. The study clarifies design anchors for ASD-inclusive materials and signals priorities for visual design and ergonomic refinement.