How teachers provide writing instruction to autistic students: A pilot study

Abstract

Background

Writing can be used in a variety of communities and for a variety of purposes and is necessary for success in school and the workplace, yet many students, including autistic students, struggle with written communication. There is a need to explore how writing it taught to these students.

Method

This pilot study examined how writing is taught to autistic students, specifically, how frequently teachers and students engaged in activities incorporated into writing instruction, training or preparation in teaching writing to their students and whether training influence teachers’ practices, teachers' experiences teaching writing to autistic students, including the most significant challenges and successes the support they need to teach writing to their autistic students. Responses from 35 online surveys completed by teachers of autistic students were analyzed.

Results

Results indicated that teachers of autistic students incorporate a wide range of strategies and practices into their instruction, and that their students write using a variety of genres and products. Nearly half of all respondents received no formal training in teaching writing to autistic students. In terms of supports, the greatest need was for professional development/training on how specifically to support their autistic students

Conclusions

The diversity of responses reflects the heterogeneous nature of autistic students. Teachers should consider the use of EBPs such as visuals and peer support and include student interest in their writing. Furthermore, teacher preparation programs should look to add coursework in writing instruction, with particular attention paid to meeting the diverse strengths and needs of autistic students.