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Abstract: The primary aim of this paper was to investigate heterogeneity in language abilities of children with a confirmed diagnosis of an ASD (N =20) and children with typical development (TD; N =15). Group comparisons revealed no differences between ASD and TD participants on standard clinical assessments of language ability, reading ability or nonverbal intelligence. However, a hierarchical cluster analysis based on spoken nonword repetition and sentence repetition identified two clusters within the combined group of ASD and TD participants. The first cluster (N =6) presented with significantly poorer performances than the second cluster (N =29) on both of the clustering variables in addition to single word and nonword reading. The significant differences between the two clusters occur within a context of Cluster 1 having language impairment and a tendency towards more severe autistic symptomatology. Differences between the oral language abilities of the first and second clusters are considered in light of diagnosis, attention and verbal short term memory skills and reading impairment. [Copyright &y& Elsevier]

• Universal Design for Learning (UDL) supports teachers in diverse classrooms. • Education personnel were interviewed about supporting students on the spectrum. • Data were examined for evidence of UDL principles, guidelines and checkpoints. • Results highlighted what the UDL framework can look like in practice in classrooms. Universal Design for Learning (UDL) is a comprehensive framework that supports teachers to address diversity of learning in the classroom. Data was collected from 20 teaching and specialist personnel in Australia using semi-structured interviews to examine their descriptions of practice about how they meet the learning needs of students on the autism spectrum. The study aimed to explore if there was evidence of the principles, guidelines, and checkpoints of UDL. Findings show that all three principles of UDL, all nine guidelines, and many of the checkpoints were evident in the descriptions of practice. A social constructionist lens was used to highlight the educators' individual realities to understand how they implemented support for learning for students on the autism spectrum. [ABSTRACT FROM AUTHOR]