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September 5, 2025South African Journal of Childhood Education

Teachers’ perceptions of literacy instruction for their learners with autism spectrum disorder

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Authors

HHHannah J.W. HumanMGMarien Alet GrahamJBJuan Bornman

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Overview

Descriptive analysis reveals that teachers hold limited expectations and face barriers in teaching literacy for learners with autism spectrum disorder, indicating a training need.

Key Points

  • Most teachers doubted that learners with autism spectrum disorder could develop conventional literacy skills, impacting their teaching methods.
  • Teachers identified both barriers and effective literacy strategies, highlighting the importance of tailored instruction for learners with autism spectrum disorder.
  • The study emphasizes the effect of teachers' perceptions on educational outcomes and literacy instruction practices, underscoring the need for targeted training.
  • Many teachers expressed concerns about exposing learners with autism spectrum disorder to digital literacy, indicating a gap in understanding readiness for technology.

Cite This Study

Human et al. (2025) studied this question.

synapsesocial.com/papers/68bb4e016d6d5674bcd02a6ahttps://doi.org/10.4102/sajce.v14i1.1722
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Teachers’ perceptions of literacy instruction for their learners with autism spectrum disorder2025
  2. 2Rethinking literacy instruction for nonspeaking autistic learners: a perspective on evidence, exclusion, and the right to read2025
  3. 3Gamification as an Effective Resource in the Literacy of Students with Autism Spectrum Disorder2025
  4. 4Reading assessment for autistic students: using a socio-ecological model to identify enablers and inhibitors for teachers in schools2026
  5. 5Challenges and Facilitators in the Instruction of ESL Reading Comprehension to Autistic Students2024 · 2 citations