How do you accommodate a complex information processing disorder?
Here are some of neurologist Nancy Minshew’s findings about individuals on the autistic spectrum, including those with normal to above-normal IQs:
- In autistic individuals, there is “a problem with the brain’s fundamental mechanisms for processing complex information.”
- There are “deficits across multiple domains that selectively involved higher-order abilities that involve the processing of complex information”
- Particularly impaired: “higher-order language comprehension” and “mental inferencing.”
For 5th grade:
- CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
- CCSS.ELA-LITERACY.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
- CCSS.ELA-LITERACY.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- CCSS.ELA-LITERACY.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
- CCSS.ELA-LITERACY.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)