Lived Experiences of Special Education Teachers in Addressing Literacy Challenges of Learners with Autism Spectrum Disorder in Self-Contained Classrooms in the United States

This descriptive phenomenological study examined the lived experiences of special education teachers addressing literacy challenges among learners with autism spectrum disorder in selfcontained classrooms in the United States. Eight Filipino special education teachers were selected through purposive, criterion-based sampling. In-depth semi-structured interviews were analyzed using Colaizzi’s seven-step method. Eight themes described literacy instruction as beginning with the individual learner, requiring multiple pathways for access and response, depending on learner readiness, recognizing gradual and individual progress, connecting literacy with communication and independence, requiring continuous reflection and adjustment, occurring amid competing classroom demands, and gaining meaning through learner growth. The essential structure centered on responsive literacy teaching that continually connected learner understanding, instructional access, readiness, adjustment, and recognition of individual development. Findings informed a proposed Context-Responsive Support Framework for SPED Teachers Addressing Literacy Challenges of Learners With Autism, comprising nine connected components that address instruction and its collaborative, professional, and organizational supports. The framework remains conceptual and has not been implemented or tested for effectiveness. The study recommends practice-based professional learning, stronger collaboration, enabling school conditions, and further framework validation.