In this dissertation, I utilize qualitative research methods in a detailed instrumental case study of 9th grade student, Sam Crossing, as he negotiates the requirements of a curricular unit study in his English class, focusing on his writing activities in and out of the classroom. Through thick description and a careful exploration of qrich pointsq (Agar 1994) where the impairments of AS/HFA tangle significantly with the requirements of the writing tasks that Sam undertakes, I hope to shed light on the writing development process in general for these students. I call on the research and literature in the fields of autism; special education; and literacy and composition to explore how AS and HFA affects the writing process. This exploration ultimately seeks to lay groundwork for effective interventions to assist students like Sam in expressing their ideas in writing, as well as exploring how the notion of qdifferenceq affects the teaching of writing all students.Graduate School of Education, University of California, Santa Barbara Conference Coordinator, September 2000 - October 2001 Writing as a Human ... Northridge Teaching Associate, August 1998 - May 1999 ac Writing Center, Los Angeles Mission College; Sylmar, CA Writing Tutor, September 1997 - May ... Paper presentation at the Writing Research in the Making Conference in Santa Barbara, CA.
|Title||:||Where Writing and Autism Intersect|
|Publisher||:||ProQuest - 2008|