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

Assessing Diverse Students With Autism Spectrum Disorders

Introduction Centralised professional services in colleges and universities are uniquely positioned to promote institution-wide development of digital literacies. Front-facing service staff (those who regularly communicate and come into contact with academic staff and students) represent the human interface between available services and the learning, teaching and research practices of students and academics. They can play a pivotal role in raising awareness, informing and helping people to recognise the utility of digital tools and other complementary services (external and internal to the institution). In this regard, digital literacies constitute the knowledge and skills required to be able to use these tools and services effectively to perform useful digital practices. Acting as mediators, service staff are able to promote connections between people who are known to have relevant experience and knowledge, fostering networking and creating the conditions for conversations to take place (Ford, 1999). Through harvesting, managing and disseminating information gathered, service staff can perform a curatorial role, building a knowledge hub to make available what has been identified as useful. The aim is to enable educators and students to make informed decisions about how best to invest their time and effort to recognise and adopt useful digital practices. The challenge for the institution is doing this in a way that scales and is sustainable. Although one-off projects and isolated initiatives have demonstrated that the approaches described here have value in promoting the development of staff and student digital literacies, more needs to be done to ensure there is enduring change. This chapter presents an interpretation of digital literacies and explores the implications for promoting institution-wide development. The ways in which service staff can enable students and academic staff to make appropriate and effective use of digital technologies are described with reference to examples and key recommendations. Learning literacies Digital literacies should be understood as part of a spectrum of related knowledge and skills. The Beetham and Sharpe Learning Literacies Development Framework (Beetham, McGill and LittleJohn, 2009) iden - tifies what should be considered when designing opportunities to promote the development of academic, information, digital, media, social and other literacies. A subsequent modification of the Framework (see Figure 2.1) recognises ‘awareness’ as an additional contributing factor (Jisc, 2014) and this has provided a useful structure and guide to help clarify the role of service staff and their contribution to the process of developing digital literacies.

Professionals and educator’s beliefs and existing practices for children with autism spectrum disorder and families in the Indian context are less known. Hence, there is a need to review the current emergent literacy practices followed by healthcare professionals for children with autism spectrum disorder. The present study aimed to investigate the beliefs and practices among healthcare professionals for emergent literacy instruction in children with autism spectrum disorder in the Indian context. A total of 195 qualified healthcare professionals with a minimum experience of 3 years of literacy instruction to children with autism spectrum disorder, participated in a web-based survey. Many participants possessed accurate beliefs on emergent literacy concepts of children with autism spectrum disorder and followed evidence-based emergent literacy approaches in literacy instruction to children with autism spectrum disorder. Most healthcare professionals (78.5%) reported that shared book reading, phonological awareness intervention, and a literacy-rich environment are beneficial for acquiring emergent literacy skills in children with autism spectrum disorder. Healthcare professionals stated various effective emergent literacy interventions, several challenges in early literacy development, and the need for professional development programmes to assist literacy teaching to children with autism spectrum disorder. The results of the study confirmed the need to implement embedded-explicit emergent literacy intervention, which aligns with contemporary research. It further highlights the need for professional development programmes, research and evidence-based practices, an interdisciplinary approach, teaching resources and materials, parental awareness, and support programmes to assist literacy instruction in children with autism spectrum disorder. Trial registration: Clinical Trials Registry India identifier: CTRI/2020/11/029417.

Background/Aims: Individuals with autism spectrum disorder often have significant speech deficits, or complex communication needs. People with complex communication needs frequently reach adulthood without sufficient tools to communicate effectively and require instruction in the use of augmentative and alternative communication. Because communication is ubiquitous, best practice in augmentative and alternative communication instruction involves primary communication partners, such as caregivers. The aim of this study was to evaluate the efficacy of the use of a speech generating app via a tablet, as implemented by a caregiver, to increase requesting in an adult with autism spectrum disorder. Methods: This case study is a pilot study involving the provision of instruction to a primary caregiver of a young woman with autism spectrum disorder and complex communication needs. First, the primary caregiver was trained to use the speech generating app. After the primary caregiver met the performance criteria, she taught the woman with autism spectrum disorder and complex communication needs how to use the app independently. Findings: The caregiver quickly learned the steps of implementing the augmentative and alternative communication intervention and maintained use of these skills at high rates several months after the intervention was completed. Furthermore, the young woman with complex communication needs also increased use of augmentative and alternative communication, although her results were variable and were not maintained. Conclusions: Despite the positive findings from this study regarding the accuracy of the primary caregiver's intervention implementation, future research should examine a better way to meet the needs of adult people with autism spectrum disorder and complex communication needs when using augmentative and alternative communication systems.

This mixed-methods study investigates the use of digital literacy in informal digital learning of English (IDLE) among 143 Chinese undergraduate students through exploration of their use and perceptions of digital literacy in IDLE. Results from a digital literacy and informal digital learning of English questionnaire and semi-structured interviews show that Chinese undergraduate students have proficient levels of digital literacy skills and participate in IDLE with moderate frequency, while they underutilize digital literacy skills in their IDLE practices. Further, they hold positive and supportive attitudes toward digital literacy in IDLE, revealing that digital literacy skills are useful and helpful in their IDLE practices. Implications lead to strengthen the development of digital literacy skills and strategies for students’ participation in IDLE, support positive perceptions of digital literacy for IDLE, and highlight the potential of digital literacy to support IDLE.

Foreword

The promise of precision medicine in autism

This study aims to explore the role of educational reform in enhancing digital literacy skills among students with Autism Spectrum Disorder (ASD), focusing on teacher strategies and the challenges faced during implementation. With the increasing importance of digital literacy in modern education, students with ASD often face unique barriers in acquiring these skills. As digital technologies become a critical part of both academic and social life, it is crucial to understand how educational reforms can support these students. This research fills a significant gap in literature by examining the intersection of ASD, digital literacy, and the evolving educational landscape. The methodology involves semi-structured interviews with 13 teachers who work with students with ASD in various educational settings. These interviews provide qualitative insights into the strategies teachers employ to develop digital literacy skills in these students, as well as the challenges they face. The findings reveal that teachers utilise individualised approaches, including visual aids, task breakdowns, and technology-assisted learning tools, to enhance digital literacy. However, challenges such as lack of resources, insufficient training, and the need for a more tailored curriculum persist. Despite these hurdles, teachers report positive impacts on students’ engagement and learning outcomes when digital literacy is integrated thoughtfully. In conclusion, while educational reforms show promise in improving digital literacy for students with ASD, there is a pressing need for targeted professional development, adequate resources, and a more inclusive curriculum to address existing barriers and maximise the potential of these students. The study emphasises the importance of continued support and innovation in teaching strategies for this diverse group.

Writing in AAC

Aim Some school age children with autism spectrum disorder (ASD) struggle with literacy development, yet, the individual differences are major and not well understood. Moreover, literacy attainment is multi-faceted and literacy skills and difficulties manifest in more than one way. The aim of this study was to describe this variability and to identify language/cognitive predictors of different literacy skills. Methods We assessed different literacy skills (word reading accuracy, reading fluency, reading comprehension, and spelling), along with a set of language/cognitive predictor skills (listening comprehension, rapid automatized naming, phonological awareness and nonverbal cognitive ability), in 12-year-old children with ASD without intellectual disability recruited from a longitudinal study in Sweden. Results There was great heterogeneity (from floor to ceiling levels) in literacy skills, with a statistically increased prevalence of poor reading comprehension and reading fluency compared with population norms. In regression analyses, it was shown that concurrent language/cognitive predictor skills (e.g. phonological awareness) were differentially associated with literacy subskills. Moreover, a longitudinal analysis showed that preschool language problems were associated with poor word reading accuracy and spelling in middle school. Conclusions The results confirm previous findings as well as provide new knowledge regarding profiles of literacy (difficulties) in children with ASD; interestingly, the identified predictors of literacy skills in ASD resembled those identified as important in general reading (and dyslexia) research, which might indicate that similar kinds of support and training would be beneficial.

Fetal and Sociocultural Environments and Autism

This study explores Arts & Science faculty and librarians’ attitude of learning theory and perceptions of digital literacy (DL) and how digital information literacy (DIL) might improve and enhance student learning outcomes. Digital literacy (DL), information literacy (IL), and digital information literacy (DIL) consists of interaction with academic technology (AT) programs and tools. The objectives are: the rise of IL within the parameters of DL and discuss the birth of DIL, examine the modes of adoption and explore the levels of inclusion for faculty and librarians’ concepts of DL with DIL instruction with AT, define the IL phenomenon, and how IL affects faculty and librarian pedagogy. The study reveals the tension and distinction between DL and IL. Key research questions are: What are Arts & Science faculties’ digital literacy (DL) epistemology? What is the librarian’s/ library digital literacy (DL) epistemology perspectives, and what are Arts & Science faculties’ concept of DIL?

Background and aims The academic development of children with autism spectrum disorders is important to investigate as it can provide opportunities for higher education, independent living, and successful employment in adulthood. Although educational data find that children with autism spectrum disorders can achieve similar levels of academic achievement in inclusive settings as neurotypical children, little is known about how children with diverse language experiences with autism spectrum disorders develop academically. Research on neurotypical, bilingual children finds that although many may lag behind their monolingual peers on measures of academic achievement, these gaps can be minimized with bilingual education programs. Within clinical practice, concerns are still raised about bilingual exposure in children with autism spectrum disorders, with assumptions and recommendations made to limit the language of exposure to minimize risks to development. To improve the evidence-base on bilingual experience in children with autism spectrum disorders, the present study will examine whether basic academic skills (i.e., word reading, numerical operations, spelling) vary as a function of language experience (i.e., monolingual vs. bilingual). Methods The data presented in this study were based on medical records of children with autism spectrum disorders who visited a clinic in a large, urban city in the United States. Records were included for this study if children had information/data on language status, nonverbal cognition, and standardized scores for reading, math, and spelling on a standardized academic achievement test. The final sample included children with autism spectrum disorders with monolingual language experience ( n = 18) or bilingual language experience ( n = 13). Results Repeated measures analysis of variance analyses found that children with autism spectrum disorders with monolingual experience had higher scores on word reading skills when compared to children with autism spectrum disorders with bilingual experience. However, a different pattern was found for numerical operations, with children with autism spectrum disorders with bilingual experience outperforming children with autism spectrum disorders with monolingual experience. No differences were found between groups on spelling skills. Conclusions The preliminary findings suggest that bilingual language experience may be related to early literacy and math skills in children with autism spectrum disorders. It may be that word reading skills are slower to develop among children with autism spectrum disorders with bilingual experience due to the development of two linguistic profiles. Math skills may be enhanced in children with autism spectrum disorders with bilingual experience through the mediation of other cognitive skills (e.g., executive functioning). Implications: This preliminary study demonstrates that bilingual experience does not negatively affect the development of academic skills in children with autism spectrum disorders. Further exploration of how bilingual experience may benefit children with autism spectrum disorders is needed.

For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7–13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age‐appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.HighlightsWhat is already known about this topicThe home literacy environment (HLE) impacts the reading development of typically developing children.Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD.What this paper addsWe examined the relationship between the HLE and reading for children with ASD.Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.Children with ASD engaged in shared reading practices for a shorter duration than their typically developing peers.Implications for practiceHome literacy practices appear to reflect child characteristics.Parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.

The prevalence of a childhood diagnosis of Autism Spectrum Disorder (ASD) has been increasing over the past 30 years; these children display difficulties with social interaction plus excessive restricted and repetitive behaviors. While language disability per se is not a current criterion for diagnosis (DSM-5, American Psychiatric Association, 2013), language delays are often the first clue by which parents suspect that their child might have ASD. Moreover, early intervention for children with ASD almost always includes a language component; therefore, it is critical that educators, clinical practitioners, and policymakers are aware of current research findings concerning the linguistic strengths and challenges of children with ASD. Two recent chapters (Naigles & Chin, 2015; Naigles, 2017a) and an edited volume (Naigles, 2017b) have provided comprehensive summaries of current literature on language in children with ASD; however, as Naigles (2017a) acknowledges (also pointed out by Xie & Pascual, 2018), these summaries have focused on research carried out by Western scientists (North America, Europe, Australia), studying children exposed to Indo-European languages (primarily English and French). Because the Chinese language and culture presents children with ASD with unique opportunities and challenges, a complete picture of language and literacy development in ASD needs to include Chinese. Furthermore, extending the study of language and literacy development in ASD to Chinese children illuminates which difficulties are universal and which are language-specific. In addition, a close look at Chinese children with ASD may provide a much more comprehensive understanding of the application and constraints of contemporary theories of language and reading. The goal of this special issue is to begin this inclusion by showcasing research carried out