Children with autism spectrum disorders often present signs of cognitive strategies that are not within the expected developmental profile. Therefore, it should be expected that the learning process of children with this disorder should be the focus of several studies regarding schooling and literacy. Unfortunately, that is not the real situation. In this chapter, the authors propose to present an overview of the available literature about learning, reading, and literacy in children with the autism spectrum disorders and report results of studies about the association between executive functions and reading abilities in children with autism spectrum disorders that attend to regular and special schools in Brazil.
Part of the book: Learning Disabilities