https://doi.org/10.31261/TPDJP.2023.32.02
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.
Download files
Citation rules
Cited by / Share
Vol. 32 (2023)
Published: 2023-12-31
10.31261/TPDJP
English
Język Polski