Can we improve literacy teaching for autistic students and students with ADHD?

Bottom Line: Yes.

Big Picture: The Australian Education Research Organisation has published a helpful discussion paper summarising evidence-based teaching practices to support autistic students and students with attention-deficit/hyperactivity disorder (ADHD).

Why it matters: Many autistic students and students with ADHD struggle with literacy. Too many students finish high school without being able to read or write.

Why it matters even more, right now: If, as we expect, the Government succeeds with its next wave of NDIS reforms, many 1000s of autistic students will lose access to individualised therapies, including therapies for oral language difficulties linked to literacy outcomes. Although low-dose/group supports may be available in some states through Thriving Kids, classroom teachers and learning support teams will come under added pressure to support autistic students with communication challenges.

How to help:

Teach explicitly: Teacher-led, sequential instruction, designed to build mastery and manage cognitive load.
Pre-sequence lessons: Explain new concepts in a logical order, model skills, and guide practice in small, sequenced steps using a tried and tested sequence.
Model: Demonstrate the skill while ‘thinking aloud’ to show your reasoning.
Include video-models, including video-self modelling and point-of-view modelling to allow for repeated viewing.
Prompt: Use verbal, visual or gestural cues to activate prior knowledge and guide responses.
Scaffold: Provide temporary supports (e.g. graphic organisers and checklists) that are gradually reduced as students gain competence to execute tasks independently.
Release responsibility gradually: Use an ‘I do, we do, you do’ approach.
Give specific feedback: Use precise feedback combined with visual supports. Focuses on behaviours of learning, rather than general praise. Give specific praise frequently.
Reinforcements: Consider nonverbal and tangible reinforcements (mixed evidence).
Tailor teaching intensity and frequency for students who need more support.
Embed visual supports into daily routines, e.g. use visual schedules to help with transitions.
Reduce background noise in classrooms (e.g. soft furnishing, closed doors).
Consider using sound amplification systems to ensure teacher can be heard.

Go deeper: AERO Discussion paper Teaching practices to support Autistic students and students with ADHD

Strategies in action: For practical examples of how to deliver supports in the real world, check out our sequenced programs for sentence writing, which include many of the strategies above:

Teachers and learning support teams can also check out our Think, then Write Writing Workbooks, which include teacher-guides and lesson plans.