Kopelson analyzes workplace guides for “high-functioning” ASD individuals, arguing that the books construct such employees as examples of “capitalist wish-fulfillment” (560), both lauding the supposed deficits that make them ideal workers and advising them to “norm” themselves in order to “adapt” and “fit in” (563-64). Kopelson argues that the guidebooks employ implicit pedagogical and rhetorical theory and methods that highlight tensions within composition studies and between composition and disability studies. http://wp.me/p5NPq1-2K
New Post on College Composition Weekly: Shannon Walters from RTE on working with Autism Spectrum students.
Walters encourages writing teachers to value insights from the students themselves as they encounter college writing. Share your experiences! http://collegecompositionweekly.com/summaries/