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December 11, 2025Frontiers in EducationOpen Access

Rethinking literacy instruction for nonspeaking autistic learners: a perspective on evidence, exclusion, and the right to read

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Authors

YKYael KimhiLevinsky College of Education

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Implication

Perspective article highlights barriers to literacy instruction for nonspeaking autistic learners, suggesting a shift towards equity in education.

Key Points

  • The aim is to address the exclusion of nonspeaking autistic learners from literacy education and promote equitable instruction.
  • Analysis of educational policies regarding literacy for nonspeaking autistic learners
  • Integration of recent research and clinical insights
  • Evaluation of current teacher preparedness and instructional methods.
  • Identified barriers to literacy access for nonspeaking autistic learners
  • Emphasized the need for evidence-based approaches in literacy instruction
  • Called for an educational discourse shift to affirm the right to literacy.

Cite This Study

Yael Kimhi (2025) studied this question.

synapsesocial.com/papers/6940192a2d562116f28f6c74https://doi.org/10.3389/feduc.2025.1722796
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Also Consider

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

  1. 1Profiles of minimally verbal autistic children: Illuminating the neglected end of the spectrum2024 · 20 citations
  2. 2Strategies for Increasing Reading Comprehension Skills in Students with Autism Spectrum Disorder: A Review of the Literature2016 · 44 citations
  3. 3‘But how do I teach them?’: Autism & Initial Teacher Education (ITE)2017 · 76 citations
  4. 4Predictors of individual differences in minimally verbal peer communication exchanges following peer‐oriented social intervention2022 · 4 citations
  5. 5Understanding definitions of minimally verbal across instruments: evidence for subgroups within minimally verbal children and adolescents with autism spectrum disorder2016 · 141 citations