Human Factor in Reading and Reviewing Texts of Students with ASD

Authors

  • Helena Balcerek Uniwersytet Warszawski

DOI:

https://doi.org/10.31261/TPDJP.2023.32.02

Keywords:

Autism Spectrum Disorder, textual competence, (non)normativity, evaluating, human factor

Abstract

One of the primary features of ASD is verbal and communicational non-normativity. School assessment of textual competence consists in reading, analyzing and evaluating a student’s text according to universally established criteria (e.g., CKE assessment rules), known as the key. Such assessment and, above all, the reviewing of a student’s text tend to be associated with the requirements set for students in the developmental norm. However, texts produced by students who are neurotypical and of students with ASD should not be compared or evaluated according to the same criteria. Individuali­zation of teaching and formative assessment must consider the specific difficulties, abilities and needs of students with ASD, as well as adapting the existing text-assessment criteria.

References

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Published

2023-09-01

How to Cite

Balcerek, H. (2023). Human Factor in Reading and Reviewing Texts of Students with ASD. Z Teorii I Praktyki Dydaktycznej Języka Polskiego, 32, 1–12. https://doi.org/10.31261/TPDJP.2023.32.02

Issue

Vol. 32 (2023): Edukacyjne światoobrazy szkoły i uniwersytetu. Dydaktyka języka polskiego jako zobowiązanie

Section

Language Education

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