Bridging the Divide Between Literacy Research and Autism Education: Examining Teacher Decision-Making in Inclusive Classrooms

• In Event: Equity and Inclusion Across Diverse Literacy Contexts

Abstract

This study examines how general education teachers make literacy instruction decisions for students with autism spectrum disorder (ASD) in inclusive classrooms. Using a qualitative multiple case study approach, it identifies three key barriers: (1) the policy-practice divide, (2) gaps in teacher expertise, and (3) challenges in collaboration. Findings highlight the need for flexible literacy frameworks, targeted professional development, and interdisciplinary support to bridge research-practice divides in literacy education.

Author

• Bronwyn Harris, Elon University