Authors : Maria Eda C. Lapidez

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/yeyhzv5x

Scribd : https://tinyurl.com/329weehm

DOI : https://doi.org/10.38124/ijisrt/26jul1533

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the effectiveness of the Concrete–Representational–Abstract (CRA) approach in improving the addition fluency of 25 Special Needs Education (SNED) learners with autism spectrum disorder (ASD) and Intellectual Disabilities (ID) at Marinig South Elementary School. Addition fluency, which involves accuracy, speed, and automaticity, is essential for developing higher-level mathematical skills; however, learners with ASD and ID often struggle due to cognitive and processing limitations. A pretest–post-test design was utilized to measure learners’ performance before and after the implementation of Project SUM-IT, a CRA-based intervention incorporating manipulatives, visual supports, structured practice, and immediate feedback. Pretest results showed a low mean score of 7.12 out of 20, indicating a developing level of mastery. Post-test results revealed significant improvement in both accuracy and speed, supported by statistical analysis indicating a significant difference and large effect size. The findings demonstrate that the CRA approach effectively enhances addition fluency among learners with ASD and ID. The study emphasizes the importance of structured, scaffolded, and multisensory instruction in promoting inclusive mathematics learning.

Keywords : Addition Fluency, CRA Approach, SNED, ASD, Intellectual Disabilities.

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