Writing practices by students with Autistic Spectrum Disorder (ASD) in higher education: speeches, trajectories and traces
The entry of people with ASD into higher education is recent and increasingly common. This level of education requires complex writing practices, enhanced or hindered depending on the barriers experienced and the mediations offered. Through the analysis of questionnaires that focus on writing, answe...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2024 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositório: | Revista e-Curriculum |
| Idioma: | português |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/54708 |
| Acesso em linha: | https://revistas.pucsp.br/index.php/curriculum/article/view/54708 |
| Access Level: | Acceso aberto |
| Palavra-chave: | escrita transtorno do espectro autista acessibilidade writing autism spectrum disorder accessibility escritura desorden del espectro autista accesibilidad |
| Resumo: | The entry of people with ASD into higher education is recent and increasingly common. This level of education requires complex writing practices, enhanced or hindered depending on the barriers experienced and the mediations offered. Through the analysis of questionnaires that focus on writing, answered by 13 students with ASD, from five Federal Universities in the South of Brazil, this educational trajectory was revisited with the aim of indicating ways that can make teaching practices attentive to diversity. The results, analyzed from the Foucauldian perspective of discourse, point to the difficulty of interaction as the main barrier, textual production as dependent on very clear indications and show that “dysfunctional” practices must be reinterpreted as alternative forms of meaning construction that need considered in curricular trajectories. |
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