Rationale  

The diversity of learners in the classroom, including those with additional needs, creates an explicit need for educators to use individualised instructional approaches to teach academic goals, including reading comprehension (1). One of the most common learning disabilities in Australian schools is autism spectrum disorder (ASD). ASD affects an estimated 1 in 70 people in Australia (4). Furthermore, an estimated 2.75% of Australian primary students, aged between 5-14, present with ASD (See figure 1) (3), which equates to one student with ASD in every second Australian classroom. However, general education teachers in inclusive classrooms are often unsure how to teach literacy to students with ASD (13). Which suggests that teacher lack time and knowledge to seek out research-based practices independently and the lack of training, resources, and specialised skills to address unique student needs (1).