Abstract
The present study aims to examine strategies that enable students with Autism Spectrum Disorder (ASD) to be successful in accessing grade-level curriculum, particularly in English Language Arts (ELA). The purpose of this study is to find strategies that help students with autism to go beyond literal comprehension, assisting these students to successfully go beyond literal comprehension of texts. Data for the present study were collected through a series of observations documented by the teacher-researcher and writing samples completed by the participant. Data excerpts were used to share findings. Results of this study helped the participant to access grade-level curriculum in ELA and helped inform pedagogical practices of teachers.
Keywords: autism, literal comprehensio
