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

Abstract

Background: Literacy development in learners with autism spectrum disorder (ASD) differs from that of neurotypical peers. Many individuals with ASD, particularly those with complex communication needs, enter adulthood without literacy skills, which affects employment opportunities. Teachers’ perceptions of their learners’ literacy abilities influence educational outcomes.
Aim: This study aims to explore teachers’ perceptions of literacy instruction for learners with ASD.
Methods: A descriptive, cross-sectional design using a paper-based survey was conducted across seven public schools for learners with special educational needs in the broader Johannesburg metro, involving 67 teachers.
Results: Teachers defined literacy and digital literacy, revealing their views on teaching literacy to learners with ASD. They identified factors that positively and negatively impacted literacy instruction and shared their perceptions of how learners with ASD engage in literacy learning. Most teachers doubted that their learners with ASD could develop conventional literacy skills, and many believed they should not be exposed to digital literacy, citing readiness concerns. Barriers to effective literacy instruction were noted, although many teachers applied ASD-specific teaching strategies in their literacy instruction.
Conclusion: This study highlights a need for targeted teacher training on literacy development and instructional strategies, including digital literacy, for learners with ASD. Such training should build on teachers’ existing knowledge while addressing identified misconceptions.
Contribution: This study contributes to the literature by highlighting how teachers’ perceptions of literacy and digital literacy for learners with ASD are shaped by functional priorities, limited expectations, and inconsistent definitions, ultimately influencing their instructional practices and use of technology.