Literacy experiences of a child with autism in a mainstream classroom: a case study

This case study examined the literacy experiences of a seven-year-old child with high functioning autism, and the perceptions of the teacher, parents, and student regarding his literacy development in a general education classroom. The researcher examined formal and informal assessments and field notes that resulted in identifying key factors that made this child's inclusion successful. There were medical implications that indicated he was better able to function productively when he took his medication, methylphenidate. Educational supports included the teacher's experience and positive attitude towards inclusion of children with special needs, thoughtful planning ofliteracy activities, an accepting classroom climate towards diversity, and daily school reports and home communication that acknowledged the child's progress and areas of concern. This resulted in increased collaboration between the parents and school. Keywords: autism, inclusion, literacy, perceptions, methylphenidate.