Recent literacy research has made substantial contributions to expanding definitions of literacies beyond stringent parameters of decoding print. These inquiries have intersected with topics such as multimodality and critical literacy in general education literacy classrooms. However, students in isolated special education settings labeled with dis/abilities such as autism or intellectual disability often only receive reading instruction emphasizing functional skills and sight words. The data for this study emerged from a secondary isolated special education classroom where students identified as significantly dis/abled responded to inclusive picturebooks. Analysis is framed by the scholarship on neurological queerness. Findings illustrate how students engage in literacy practices via neuroqueer asocial actions and embodied inventions when they are presumed as competent by teachers and staff. These findings challenge deficit orientations guiding special education literacy instruction and offer implications and openings for continuing to expand who counts as literate and what counts as literacy.

中文翻译：

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“不！翻页！” 重新定位神经酷儿文学

最近的识字研究为扩展识字定义做出了重大贡献，超出了解码印刷的严格参数。这些调查与通识教育扫盲课堂中的多模态和批判性扫盲等主题相交。然而，在孤立的特殊教育环境中，学生被标记为自闭症或智力障碍等残疾/能力，通常只接受强调功能技能和视觉词汇的阅读指导。这项研究的数据来自一个中学孤立的特殊教育课堂，在那里被确定为显着残疾/残疾的学生对包容性图画书做出了回应。分析是由关于神经学酷儿的奖学金构成的。调查结果说明了当学生被教师和工作人员假定为有能力时，他们如何通过神经酷儿的非社会行为和具体的发明来参与识字实践。这些发现挑战了指导特殊教育扫盲教学的缺陷取向，并为继续扩大谁算识字和什么算扫盲提供了启示和机会。