"Howling at the Scrabble-Board": Exploring Classroom Literature from an Autistic Viewpoint

Autor/inn/en	Lawrence, Clare; Celia*; Collyer, Edward; Poulson, Melissa
Titel	"Howling at the Scrabble-Board": Exploring Classroom Literature from an Autistic Viewpoint
Quelle	In: English in Education, 55 (2021) 2, S.164-176 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lawrence, Clare) ORCID (Collyer, Edward)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2020.1801345
Schlagwörter	English Literature; Games; Theory of Mind; Fiction; Autism; Pervasive Developmental Disorders; Metalinguistics; Reading Processes; Secondary School Students; English Teachers; Preservice Teachers; Best Practices; Empathy; Cognitive Processes; Student Reaction; Student Attitudes; Emotional Response + Suchen Sie Ihr Suchwort? Englische literatur; Game; Spiel; Spiele; Fiktion; Autismus; Metalanguage; Metasprache; Leseprozess; Sekundarschüler; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Empathie; Cognitive process; Kognitiver Prozess; Schülerkritik; Schülerverhalten; Emotionales Verhalten
Abstract	There has, to date, been little discussion of how autism may affect the experience of the reading of fiction for pupils in the classroom, other than through a deficit model. One of the researchers in this study ("Celia") is training to be a secondary school English teacher and identifies as autistic. Her experience provides an enriched understanding of the subject and enables the study to be undertaken in line with best practice for autism research. Her experiences are explored within the concepts of Theory of Mind, empathic regulation, language awareness and local rather than global processing bias. Impact on managing authentic engagement with texts for all pupils is discussed, together with specific questions for teachers regarding appropriate support for -- and celebration of -- autistic pupils' reactions to fiction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01