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ERIC Number: EJ1159661
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1534-9322
Valuing Writers from a Neurodiversity Perspective: Integrating New Research on Autism Spectrum Disorder into Composition Pedagogy
Tomlinson, Elizabeth; Newman, Sara
Composition Studies, v45 n2 p91-112 Fall 2017
This study investigates how individuals with an autism spectrum disorder (ASD) approach writing tasks. We draw from the largest sample of autistic individuals to date in our field to argue for the value of understanding ASD writers through the lens of neurodiversity. The neurodiversity approach focuses on autism as a part of human experience and values adaptive techniques, as opposed to dwelling on a cure for ASD. Our research expands and supports neurodiversity theory through the participants' descriptions of their approaches to writing and the techniques they use to communicate successfully with audiences across areas of their lives--in classrooms, workplaces, and their own personal writings. To better address the needs of all students, on the basis of this research, we advocate for an approach to composition pedagogy that incorporates Universal Design for Learning (UDL) and the classical notion of "metis."
University of Cincinnati. Department of English, P.O. Box 210069, Cincinnati, OH 45221. Tel: 513-556-6519; Fax: 513-556-5960; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A