| Autism is a neurological disorder that occurs across a spectrum, with what Lorna Wing (1991) refers to as the "triad" of social, communicative and imaginative impairments ranging in severity from mild to severe. The syndrome also affects motor skills, sensory responses, intense interests, perseveration and executive functions such as organization and cognitive flexibility. When autism is paired with average to above-average intelligence levels, the diagnosis is often termed Asperger Syndrome (AS) or high-functioning autism (HFA). Many of the children with AS and HFA in educational settings are not placed in special classes, but rather attend class with their "neurotypical" peers and a number of them attend college. Their social challenges are often easily noticeable, but they also often struggle significantly with the academic demands of the classroom. Due to the inherently social and communicative nature of writing, their struggle almost always extends to writing activities and assignments.;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 "rich points" (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 "difference" affects the teaching of writing all students. |
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