A Multi-Case Study of Special Educators’ Reading Instruction for Students with Autism Spectrum Disorder

Providing instruction to students with Autism Spectrum Disorder (ASD) can be challenging for teachers due to the students’ wide-range of unique learning styles, particularly in the area of reading comprehension. Given that reading comprehension is a complex process that requires the uses of various knowledge and skills simultaneously, research shows that the majority of students with ASD often struggle and score significantly lower on comprehension assessments compared to their typically developing and peers with disabilities. Thus, given their unique needs, students with ASD require additional supports to develop their comprehension skills. Unfortunately, there is little research on the instructional practices teachers are utilizing in the classroom to build the comprehension of students with ASD. The purpose of this qualitative multi-case study on four early career special education teacher was to describe the literacy instruction teachers implemented for and identify practices and activities used to enhance the reading comprehension of their students with ASD. In addition, the study investigated the specific differentiated supports teachers use during literacy instruction to support their students. Finally, the research looked into understanding the teachers’ perceptions of teaching reading comprehension to students with ASD. To do so, the researcher conducted formal observations, informal visits, and teacher interviews. Individual cases were developed as well as a cross-case analysis determining the similarities and differences across teachers. The finding of this investigation will help guide future research endeavors in designing teacher preparation programs and professional development in instructing reading comprehension for students with ASD.