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<p>Reading outcomes remain a priority for all students. While many general strategies have been offered to effectively assess reading in children in general, there is limited research exploring teachers’ assessment of reading for autistic students specifically. In this study, we were interested in how teachers assess reading for autistic students in their school contexts. We interviewed nine teachers, who worked across early childhood, primary and secondary schools, about what helps and what hinders reading assessment with autistic students. Using a socio-ecological model, we identified teachers' perceptions of individual, school, community, and macro-level factors related to reading assessment for autistic students. Teachers reported significant individual differences between autistic students, which resulted in them creating specific, individualised instructional and assessment resources. This put time and work pressure on the teachers despite their schools' support. Teachers also commented on needing more professional development in reading assessment for autistic students. We recommend additional quality resources to support teachers’ work in schools and awareness of all levels in the socio-ecosystem for autistic students.</p>

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Reading assessment for autistic students: using a socio-ecological model to identify enablers and inhibitors for teachers in schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月10日

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  • Georgina Barton,
  • Marleen Westerveld,
  • Anh Hai Le,
  • Rachael Bowen,
  • Sally Clendon,
  • Alison Gable,
  • Ros Sullivan,
  • Sue Walker,
  • Jessica Paynter

摘要

Reading outcomes remain a priority for all students. While many general strategies have been offered to effectively assess reading in children in general, there is limited research exploring teachers’ assessment of reading for autistic students specifically. In this study, we were interested in how teachers assess reading for autistic students in their school contexts. We interviewed nine teachers, who worked across early childhood, primary and secondary schools, about what helps and what hinders reading assessment with autistic students. Using a socio-ecological model, we identified teachers' perceptions of individual, school, community, and macro-level factors related to reading assessment for autistic students. Teachers reported significant individual differences between autistic students, which resulted in them creating specific, individualised instructional and assessment resources. This put time and work pressure on the teachers despite their schools' support. Teachers also commented on needing more professional development in reading assessment for autistic students. We recommend additional quality resources to support teachers’ work in schools and awareness of all levels in the socio-ecosystem for autistic students.