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dc.contributor.authorRibu, Kirstenen_US
dc.date.accessioned2013-03-22T08:39:03Z
dc.date.available2013-03-22T08:39:03Z
dc.date.issued2012-11-01en_US
dc.identifier.citationRibu, K. (2012). Language and Metamorphosis Supervising Computer Science Students diagnosed with Asperger Syndrome. In: E. Hjelmås (red.) Norsk Informatikkonferanse, (s. 83-93) Trondheim: Tapiren_US
dc.identifier.isbn9788232100132en_US
dc.identifier.issn1892-0713en_US
dc.identifier.otherFRIDAID 992407en_US
dc.identifier.urihttp://hdl.handle.net/10642/1413
dc.description.abstractMany, although not all people with autistic disorders like Asperger Syndrome, (AS), experience social hindrances and learning difficulties, although they have average or above average intelligence. They interpret the spoken and written word literally. Instructors must avoid misunderstandings caused by the use of metaphors, synonyms and homonyms. Teachers must use a clear, consistent and unambiguous language in their instruction. This paper describes an approach to supervising students with Asperger Syndrome. The outlined method is based on the author’s experience with two University College students of computer technology, and one adult male, also with AS. All three remain anonymous, and have given their consent to the information presented in the paper.en_US
dc.language.isoengen_US
dc.publisherTapir Akademisk Forlagen_US
dc.relation.ispartofseriesNIK: Norsk Informatikkonferanse;en_US
dc.subjectAsperger syndromeen_US
dc.subjectAutismen_US
dc.subjectSupervisionen_US
dc.subjectVDP::Teknologi: 500::Informasjons- og kommunikasjonsteknologi: 550::Datateknologi: 551en_US
dc.titleLanguage and Metamorphosis Supervising Computer Science Students diagnosed with Asperger Syndromeen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.identifier.fulltextfulltext https://oda.hio.no/jspui/bitstream/10642/1413/1/992407.pdf
dc.identifier.doihttp://www.tapironline.no/fil/vis/1045


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