Challenges and Facilitators in the Instruction of ESL Reading Comprehension to Autistic Students

This article examines the difficulties encountered by educators while instructing English as a second language reading comprehension to autistic individuals. Autism Spectrum Disorder is characterized by unique challenges in social communication and interaction, which also affect intellectual activities such as reading comprehension. The study is significant as it attempts to identify the critical factors for successful ESL reading comprehension instruction for autistic students. The study conducts an analysis of existing literature on the challenges faced by educators while teaching their autistic students. These challenges include communication, sensory processing, abstract thinking, and language structural deficiencies. The article also emphasises the presence of effective facilitators like a whole-school approach and immersion in research learning communities, which aid teachers in enhancing their students’ reading comprehension skills development. Teachers can utilize visual supports, scaffolding, and multisensory approaches to assist their students’ learning process. Implementing a whole-school management approach and team collaboration also fosters a supportive environment for developing teachers’ capabilities. Teachers can engage with current research and development through participation in structured opportunities such as research learning communities. The finding implies that enabling inclusive education demands an ongoing commitment to professional growth, emphasizing contextual learning and social practice-based learning.