Seeing the Spectrum

With 1 in 59 children being diagnosed with Autism Spectrum Disorder (ASD), odds are that students on the spectrum will be in many classrooms across every subject area. Seeing the Spectrum argues that secondary English teachers are uniquely equipped to prepare students with autism for future success, both in school and in life. Writing for preservice and current English language arts teachers, Robert Rozema offers practical, evidence-based strategies for teaching literature, informational texts, writing, and communication to students on the spectrum. These strategies are appropriate for inclusive classrooms with both neurotypical students and students with autism. The final chapter includes a complete unit plan on Of Mice and Men, illustrating how curriculum focused on commonly taught literary works can be reimagined to accommodate the needs and draw on the strengths of students on the spectrum.

Book Features:

• In-depth treatment of historical and contemporary research on autism, including original case studies of adolescents with Autism Spectrum Disorder.
• Specific, ready-to-use strategies for teaching literature, informational texts, writing, and communication in the inclusive English language arts classroom.
• Alignment with the Common Core State Standards for English Language Arts Standards, grades 6–12.

Robert Rozema is professor of English at Grand Valley State University, Michigan.

“I appreciate this book. I appreciate the gift Robert Rozema has given me. My thinking and teaching will now be more diverse, more consciously competent, more compassionate, and therefore more vital.”
— From the Foreword by Jeffrey D. Wilhelm, distinguished professor of English Education, Boise State University, and author of "You Gotta BE the Book"

"Seeing the Spectrum examinesreal young people and daily classroom interactions to help teachers better understand the mental and emotional processing of their autistic spectrum students and devise assignments to scaffold their success. Rozema knows what matters in English: reading literature, developing empathy, understanding complex ideas and interpersonal relationships, writing to express complicated ideas. The diverse tools, strategies, and ideas he describes foster inclusiveness, compassion, and success for all students."
—Allen Webb, professor of English, Western Michigan University

Table of Contents

Foreword by Jeffrey D. Wilhelm

Acknowledgments

Introduction
   Autism Spectrum Disorder
   Students with ASD in the Inclusive ELA Classroom
   The Students in This Study: Jacob, Derek, Brad, Jonathan, and Tanner
   Methodology
   A Word on Language and Labels
   About This Book

Chapter 1. Reading Literature
   Emotional Dysregulation and Anxiety
   Perspective-Taking
   Figurative Language
   Fostering Understanding: Autism-Themed Fiction

Chapter 2. Reading Informational Texts
   Special Interests
   Fostering Understanding: Autism-Themed Memoirs

Chapter 3. Writing
   Executive Function
   Central Coherence
   Social Impairment
   Fostering Understanding: Peer Mediators

Chapter 4. Speaking and Listening
   Pragmatic Language Impairment
   Fostering Understanding: Peer Mediators

Chapter 5. Putting It All Together
   Anchor Text: Of Mice and Men
   Materials
   Essential Questions
   Daily Overviews
   Summative Assessment
   Conclusion

References

Index

About the Author