TEACHING TIME ORIENTATION SKILLS TO CHILDREN WITH AUTISM SPECTRUM DISORDER AT THE AGED 5–6 IN INCLUSIVE PRESCHOOLS THROUGH MATH FAMILIARIZATION ACTIVITIES: CURRENT SITUATION AND LESSONS LEARNED

Abstract

Time orientation skills are among the fundamental abilities in preschool children's cognitive and behavioral development, helping them understand temporal cycles, the sequence of events, and form planning abilities. For children with autism spectrum disorder (ASD) aged 5–6, these skills are even more essential to support behavioral regulation, foster independence, and promote inclusion in learning environments. The article reflects the current situation of teaching time orientation skills in inclusive preschools through teachers’ and parents’ assessments of necessity, content implementation, methods, and influencing factors. Accordingly, the study proposes seven measures for teaching time orientation skills

within math familiarization activities, including using visual tools, establishing daily routines, applying structured teaching methods, organizing games, enhancing family involvement, fostering communication skills related to time, and integrating technology.