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April 12, 2026The Australian Educational ResearcherOpen Access

Reading assessment for autistic students: using a socio-ecological model to identify enablers and inhibitors for teachers in schools

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Authors

GBGeorgina BartonMWMarleen F. WesterveldALAnh Hai Le

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Overview

Exploratory interviews identify barriers and supports for reading assessment in autistic students, suggesting systemic improvements are needed.

Key Points

  • The aim is to explore how teachers assess reading for autistic students and identify factors influencing this assessment.
  • Conducted interviews with nine teachers in early childhood, primary, and secondary schools.
  • Utilized a socio-ecological model to analyze factors influencing reading assessment.
  • Focused on individual, school, community, and macro-level influences.
  • Teachers reported significant individual differences among autistic students affecting assessment.
  • Created specific individualized instructional resources, increasing workload and pressure on teachers.
  • Identified a need for more professional development in reading assessment focused on autistic students.

Cite This Study

Barton et al. (2026) studied this question.

synapsesocial.com/papers/69db37ca4fe01fead37c5e09https://doi.org/10.1007/s13384-026-00953-6
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