Mathematics is intertwined in every aspect of human lives from telling time to developing supercomputers and all of it utilizes mathematical concepts such as basic arithmetic. Despite it being so important within our daily lives, neurodivergent individuals, such as ones with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Dyscalculia often encounter a plethora of challenges when learning basic arithmetic. Conventional methods often impede comprehension for neurodivergent students. These diKiculties can hinder their understanding, retention, and confidence. This study investigates the eKectiveness of visual digital assistance, in the form of illustrations and digital tools, for supporting the teaching and learning of basic arithmetic concepts among neurodivergent students. Translating these concepts into interactive forms can help bridge barriers and support diverse learning pathways. Quantitative results, supported by qualitative feedback, suggest visual digital assistance significantly enhances neurodivergent students’ engagement, comprehension, and retention of mathematical principles. The visual digital assistance obtained a score of 96.30%, 76.39%, 85.19%, respectively, which using the Likert Scale can be interpreted as excellent, good, and very good. Additionally, the field test revealed that the developed assistant could increase the student overall mathematical proficiency by 24.42%. Overall, this study oKers a model for using accessible technology to create inclusive and supportive mathematics learning environments.