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dc.creatorCherney, Kristeen
dc.date.accessioned2017-09-22T16:13:21Z
dc.date.available2017-09-22T16:13:21Z
dc.date.issued2017
dc.identifierdoi:10.15781/T2WH2DW72
dc.identifier.urihttp://hdl.handle.net/2152/61738
dc.description.abstractAcross the country, colleges and universities are reporting an increased enrollment of students on the autism spectrum. This is in part thanks to increased efforts in early detection during childhood, where students with autism spectrum disorder (ASD) are then enrolled in services outside and within public schools to help integrate them into mainstream classrooms. Yet such integrative services, by and large, fall short in higher education, and many students find themselves without the support they once received in their primary school years. Writing demands are indeed challenging for many—without securing basic college-level composition skills, the likelihood of student success is placed in jeopardy. Writing centers can be regarded as gatekeepers for autistic students, since their assistance can greatly impact student success. Yet problems remain with access and inclusion based on rhetorical situations, as well as a lack of tutor education. This paper provides suggestions based on April Mann’s methods of inclusion for writing center tutees with ASD, including spatial awareness and tutor education. I also outline other possible methods, including outreach to students with ASD to prevent further isolation among the university populationen_US
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 14, No 3
dc.subjectisolateden_US
dc.subjectASDen_US
dc.subjectautismen_US
dc.subjectspectrumen_US
dc.subjectdisorderen_US
dc.titleInclusion for the "Isolated": An Exploration of Writing Tutoring Strategies for Students with ASDen_US
dc.typeArticleen_US
dc.description.departmentUniversity Writing Centeren_US
dc.rights.restrictionOpenen_US


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