Teacher perceptions of literacy instruction for their learners with autism spectrum disorder

Abstract

The development of literacy in learners with autism spectrum disorder (ASD) is unlike that of neurotypical children. Many individuals with ASD enter adulthood with no literacy skills, especially those with comorbid complex communication needs. Teacher perceptions on the abilities of their learners to develop literacy are known to have an impact on learner literacy outcomes. This study used a descriptive, cross-sectional paper-based survey design to investigate teacher perceptions of literacy instruction for their learners with ASD. The study focused on seven public schools for learners with special education needs in the broader Johannesburg metro, with a sample size of 67 teachers. Teachers provided their own definitions of literacy, and digital literacy, which provided information on how they view literacy for their learners with ASD. Teachers then identified factors that negatively and positively impacted literacy instruction. They also shared their positive and negative perceptions of their learners with ASD. They described the nature of literacy instruction provided, and the context in which they teach. It was found that most teachers did not believe that their learners with ASD could develop conventional literacy skills, and that their learners should not be exposed to digital literacy as they are not ready. Teachers also reported that they faced various barriers to literacy instruction. Additionally, many teachers used their knowledge of ASD teaching practices to guide how they taught literacy to their learners with ASD. The implications of this studies’ results indicate a need for teacher training regarding literacy development and approached to literacy instruction for learners with ASD.