Teachers' Experiences Implementing Reading Comprehension Strategies with Students with Autism Spectrum Disorder: A Phenomenology Study

This hermeneutic phenomenological study described educators' experiences implementing reading comprehension strategies with elementary school students with autism spectrum disorder (ASD) in northern Delaware. The theory guiding this study was theory of mind, which addresses higher-order cognitive skills and impairments, evoking challenges for students with ASD regarding their reading comprehension skills. This study sought to answer the following research question: “What are teachers' experiences implementing instructional strategies to develop reading comprehension skills for students with ASD?” A hermeneutic phenomenological research design was used to investigate and understand the lived experiences of 12 educators in elementary schools who provide reading comprehension instruction to students with ASD. Utilizing individual interviews, observations, and responses to a writing prompt uncovered the lived experiences, perceptions, and emotions of teachers working with this population. Thematic analysis was used to understand the philosophical perceptions of educators implementing reading comprehension instruction for students with ASD. The thematic findings revealed four subthemes: challenges, colleague collaboration, awareness of student differences, and open to more learning, along with eight subthemes characteristics of autism, barriers to instruction, more opportunities for collaboration, relying on professionals with expertise, students, interests, diverse spectrum, need for more professional development, and flexibility. The results presented a better understanding of teachers’ experiences, perceptions, and challenges working with this population.