There has, to date, been little discussion of how autism may affect the experience of the reading of fiction for pupils in the classroom, other than through a deficit model. One of the researchers in this study (‘Celia’) is training to be a secondary school English teacher and identifies as autistic. Her experience provides an enriched understanding of the subject and enables the study to be undertaken in line with best practice for autism research. Her experiences are explored within the concepts of Theory of Mind, empathic regulation, language awareness and local rather than global processing bias. Impact on managing authentic engagement with texts for all pupils is discussed, together with specific questions for teachers regarding appropriate support for – and celebration of – autistic pupils’ reactions to fiction.

中文翻译：

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“在拼字板上嚎叫”：从自闭症的角度探索课堂文学

迄今为止，除了通过缺陷模型之外，很少讨论自闭症如何影响学生在课堂上阅读小说的体验。本研究中的一名研究人员 ('Celia') 正在接受培训，成为一名中学英语教师，并被认定为自闭症。她的经验丰富了对该主题的理解，并使研究能够按照自闭症研究的最佳实践进行。她的经历在心理理论、移情调节、语言意识和本地而非全球处理偏见的概念中进行了探索。讨论了管理所有学生真正参与文本的影响，以及教师关于适当支持和庆祝自闭症学生对小说的反应的具体问题。