Literacy instruction for learners with autism spectrum disorder (ASD)

Dataset for a Masters study titled 'Teacher perceptions of literacy instruction for their learners with autism spectrum disorder' where a descriptive, cross-sectional paper-based survey design was used to investigate teacher perceptions of literacy instruction for their learners with autism spectrum disorder (ASD). The study focused on seven public schools for learners with special education needs in the broader Johannesburg metro, with a sample size of 67 teachers. Teachers provided their own definitions of literacy, and digital literacy, which provided information on how they view literacy for their learners with ASD. Teachers then identified factors that negatively and positively impacted literacy instruction. They also shared their positive and negative perceptions of their learners with ASD. They described the nature of literacy instruction provided, and the context in which they teach. It was found that most teachers did not believe that their learners with ASD could develop conventional literacy skills, and that their learners should not be exposed to digital literacy as they are not ready. Teachers also reported that they faced various barriers to literacy instruction. Additionally, many teachers used their knowledge of ASD teaching practices to guide how they taught literacy to their learners with ASD. The implications of this studies’ results indicate a need for teacher training regarding literacy development and approached to literacy instruction for learners with ASD.

本数据集源自一篇题为《教师对自闭症谱系障碍（ASD）学习者识字教学的认知》的硕士研究，该研究采用描述性横断面纸质问卷调查设计，旨在探究教师针对自闭症谱系障碍学习者的识字教学认知。该研究聚焦约翰内斯堡大都市区范围内7所面向特殊教育需求学生的公立学校，最终纳入67名教师作为研究样本。教师们自行阐释了识字（literacy）与数字素养（digital literacy）的定义，这为理解其对自闭症学习者识字教育的认知视角提供了基础。随后，教师们明确了对识字教学产生正向与负向影响的各类因素，并分享了自身对自闭症学习者的正反两方面认知。他们还详细描述了所实施的识字教学的具体形式，以及自身开展教学的实际情境。研究结果显示，多数教师认为自闭症学习者难以掌握传统识字技能，且这类学习者尚未做好准备，不应接触数字素养相关内容。教师们同时提及，在开展识字教学的过程中面临诸多障碍。此外，多数教师会依托自闭症教育教学的相关专业知识，指导自闭症学习者的识字教学工作。本研究结果的实践启示指出，亟需针对自闭症学习者的识字能力发展与识字教学方法，为教师提供专项培训。