Teaching the Concept of Time to Neurodivergent Learners: Inclusive Strategies and Tools

Understanding the concept of time can be challenging for many children.but for learners with conditions such as Autism spectrum disorder, Attention deficit hyperactivity disorder (ADHD), Down syndrome, Cerebral palsy, intellectual disabilities or those described as “slow learners”, time is often an abstract concept that needs concrete, visually-rich, and structured support.

At EdQueries, we believe that every learner can access, understand and apply time concepts with the right supportslike visual schedules and interactive games and grow their independence and confidence in life-skills.

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 Why Is Teaching Time Especially Important & Sometimes Harder for Neurodivergent Learners?

Time understanding includes skills like sequencing (“before/after”), recognising clock faces, estimating how long tasks will take, linking routines to time, and transitioning between tasks. For children with autism, ADHD, Down syndrome, cerebral palsy or intellectual disabilities, some of the underlying challenges include:

• Difficulty with sequencing and transitions (common in autism) → the idea of “first this, then that” may feel unclear.

• Attention, working-memory or processing speed issues (often in ADHD or intellectual disability) → linking events and abstract units (like minutes/hours) can be harder.

• Abstract thinking difficulties → time is invisible and intangible; visuals help.

• Motor or communication needs (e.g., in cerebral palsy) may require adapted game interfaces or supports.

Research shows that using visual supports, structured schedules, and interactive tools helps children better understand time and routines. Taylor & Francis Online Autism Awareness Raising Children Network

Step-by-Step Strategies for Teaching Time Concepts with EdQueries Games

In this section, we show how to use EdQueries games to create a learning progression—from simple routines and visual cues to more advanced clock-reading skills.

1. Begin with Everyday Routines & Visual Supports

Start with daily life events: “After breakfast, we brush our teeth.” “When the 24‑hour clock says 13:00, we have lunch.”
Use picture schedules and timers so children can see what’s coming next. For example: visual sand-timers, countdowns or segments. This helps ground time in tangible experience. Autism Awareness

Game suggestion on EdQueries:

• “24 Hr clock” — introduce 24-hour format (helpful for older learners or routines that span afternoon/evening)

• “Select the matching 24 hr clock time” (and part 2) — match events with 24-hour times

These help learners link actual clock times with what they do in the day.

2. Use Visual Tools & Interactive Games to Reinforce the Clock Face

Once routines are familiar, move to game-based tools that emphasise the clock face, hours, minutes, digital and analog formats:

EdQueries games include:

• “Fill the numbers in the clock”

• “Identifying hour on clock”

• “Set the time”

• “Identifying half hours on the clock” / “Identifying half hours Game 2”

• “Identifying 15 minutes on the clock”

• “Identifying 45 minutes on the clock”

• “What is the time (minutes)” / “What is the time (minutes) ?”

• “Select hour on clock : Game 1–5”

• “Matching Time : Game 1”

• “Listen and learn Reading Minutes on a clock”

• “Drag and drop the minutes of the clock to the respective hour : Game 1” / Game 2

These games help learners gradually progress from recognising hours, to understanding half-hours, quarters, minutes and eventually reading both analog and digital clocks.

Why this helps: Visual and interactive supports make time concrete for learners who struggle with abstraction. Research shows that visual supports increase predictability, structure and independence for children with autism and other neurodivergent profiles. Autism Spectrum Australia (Aspect)

3. Introduce Digital Clock Format & Multi-Modal Learning

After learners are comfortable with analog clocks and minute segments, shift to digital formats and listening/drag-and-drop games for additional engagement:

EdQueries digital-clock games:

• “Digital clock”

• “Listen and Learn : Digital clock”

• “Select the digital clock”

• “Drag and drop the digital clock”

These focus on recognising times in the digital format, aligning with real life (mobile phones, tablets, schedules) and provide another mode of interaction (drag/drop, audio cues), which is especially helpful for learners with diverse needs (e.g., visual-preference, auditory-preference).

4. Movement, Music & Estimation Activities

Incorporate movement, songs or timed tasks. For example: Use a sand-timer, ask “How many minutes will this take?” then play the game “How many minutes is the clock showing : Game 3”. This blends physical/motor activity with cognitive time-awareness.

Research supports movement-based and multi-sensory approaches for cognitive and learning gains.

 Tools and Resources to Support Learning

 Tips for Parents & Educators of Learners with Special Needs

• Be consistent: Use the same time references daily (“We leave at 8 o’clock every morning”). This helps children build schema.

• Celebrate small wins: If a learner correctly reads an hour hand, celebrate it—this builds confidence.

• Adapt pace: Neurodivergent learners may require slower pacing, more repetition, and scaffolded tasks compared with typical peers.

• Collaborate with specialists: Special educators, therapists (occupational, speech) can provide tailored supports and insights.

• Make real-life practice: Use the clock reading game at home: before play-time, meals, TV time, ask “What time is it now?” Then use one of the EdQueries games to reinforce.

• Use positive language and strengths-based approach: Focus on what the learner can do—“You are ___ good at recognising the hour. Let’s practise the minutes next.”

• Ensure accessibility: For learners with motor or visual challenges (e.g., cerebral palsy), ensure the games and manipulative clocks are reachable and usable. Consider large-print or touch-enabled devices.

 Building Time-Awareness = Building Independence

Mastering the concept of time is not just about reading clocks—it’s about developing independence, routine awareness, self-confidence, and executive functioning (planning, estimating, transitioning). For neurodivergent learners, time-skills help with:

• Knowing when to transition, reducing anxiety about “what comes next”

• Understanding schedules (school, therapy)

• Participating more fully in daily life (knowing when lunch, homework, screen-time are)

• Building stronger routines for home, school, community

By using structured games like those on EdQueries, paired with consistent visual supports, you help the child bridge from abstract time-concepts → meaningful life-skills.

 Explore More on EdQueries & Further Reading

– Visit EdQueries for the full suite of time-concept games and interactive modules.
– External references for further reading:

• “Teaching the Concept of Time” article from Autism Awareness Centre (good strategies for visual timers, schedules) Autism Awareness

• “The benefits of using visual supports” by Aspect (why visuals help children with autism/neurodivergence) Autism Spectrum Australia (Aspect)

• “Visual schedules & supports: autism” by Raising Children (supports transitions and comprehension) Raising Children Network

• “Help Your Child Learn the Concept of Time” from SpeechBlubs (child-friendly analog and digital clock strategies) Speech Blubs

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