Strategies when solving school-tasks : How task design limits ASD students to express their content knowlege

DSpace Repository

Strategies when solving school-tasks : How task design limits ASD students to express their content knowlege

Details

Files for download Overview of item record
Publication Conference Poster
Title Strategies when solving school-tasks : How task design limits ASD students to express their content knowlege
Author Holmqvist, Mona ; Wennås Brante, Eva
Date 2016
English abstract
Central coherence is the ability to gather information from the environment to shape a coherent meaningful whole. Having a weak central coherence, like individuals with ASD usually have, means they tend to divide the whole in parts, while individuals without ASD rather try to shape a whole gestalt of the parts. How school-tasks are designed is of importance for all students, and McMaster, van den Broek, Espin, Pinto, Janda, Lam, Hsu, Jung, Leinen and van Boekel (2015) have studied how task design to establish coherence have to make the students identify how different events or facts lead to or depend on each other can be developed. However, if the students do have impairments in central coherence this issue becomes even more important.
Conference
XI Autism-Europe International Congress (16-18 September 2016 : Edingbourgh, Scottland)
Language eng (iso)
Subject Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/21912 Permalink to this page
Link http://www.autism.org.uk/autismeurope... (external link to related web page)
Facebook

This item appears in the following Collection(s)

Details

Search


Browse

My Account

Statistics