Structured teaching is a methodology that organizes the learning environment in a clear and predictable way, which is especially useful for students with special educational needs (SEN), such as those with autism spectrum disorders, intellectual disabilities, or attention problems. It is based on making the environment, materials, and tasks as accessible and understandable as possible, helping students understand what is expected of them and how to perform the tasks.
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Teaching a student with autism how to add two numbers.

Organized physical space:

A quiet area with little visual or auditory stimuli is assigned. On a table, there are only the materials needed for the math lesson (addition problem sheet, pencil, a box of counters or colored blocks).
Use of a visual schedule:

On the board or on the student's desk, a visual schedule showing the day's activities is placed. For example:
First: Math (picture of numbers and sums).
After: Free time (picture of a book or toys).
The student knows that after completing the math activity, he or she will be able to enjoy a break.
Clear instructions:

Teacher states, “We are going to add two numbers. Look at the first problem on your sheet.” A visual example is shown with two sets of counters for the student to count and understand the process of adding.
Adapted materials:

Instead of just showing numbers on a sheet, the teacher uses blocks or counters. To add “3 + 2,” the student places three red blocks and then two blue blocks, and then counts the total.
Positive reinforcement:

Each time the student completes a sum correctly, the teacher praises his effort: “Good job, you added correctly!” If he completes the task successfully, he can access a reward such as a short break or an activity he enjoys.