By Noha Eldib
Abstract
This paper explores the challenges that students with autism spectrum disorder (ASD) face in Writing Centers and the strategies that tutors can implement to better support them. Despite the growing need for inclusive tutoring practices, research on adapting Writing Centers for students with ASD is limited. This study reviews existing literature on best practices for supporting students on the spectrum and investigates how Writing Centers can address their needs. Through surveys and interviews with tutors at the American University of Sharjah (AUS) Writing Center, the study reveals that while tutors are somewhat aware of ASD, there is a lack of specific training and strategies. Findings suggest that tutors can better support students with ASD through structured instructions, sensory-friendly environments, and tailored feedback. This paper highlights the importance of tutor training to improve the effectiveness of Writing Centers in accommodating students with ASD.
Keywords: writing center, autism spectrum disorder, tutoring strategies, inclusive practices, tutor training
Imagine a student entering the Writing Center for the first time, unsure of what to expect. They approach the tutor with a nervous glance, avoiding eye contact, not because of shyness, but because they are overwhelmed by sensory input from the fluorescent lights and the noise of others in the room. They struggle to focus on the writing task and are unsure of how to express themselves clearly in this unfamiliar setting. For students with autism spectrum disorder (ASD), this is often the reality they face, which makes an academic environment like the writing center intimidating instead of it being supportive. Autism spectrum disorder affects about one in 146 births in the United Arab Emirates (Virolainen et al., 2020). Individuals with ASD often experience challenges that can impact the way they learn and engage with others, including during one-on-one tutoring sessions (Van Der Steen et al., 2020).
As a tutor-in-training at the American University of Sharjah’s Writing Center, I have observed how important it is for tutors to adapt their strategies to better accommodate neurodiverse students. Nonetheless, many tutors are not equipped with the knowledge or training to effectively support students with ASD. Therefore, my awareness of these gaps makes me interested in exploring how writing center tutors can adapt their tutoring strategies to support students with autism spectrum disorders. Specifically, this research will investigate how tutors can recognize traits associated with ASD, address the specific writing challenges these students face, and suggest strategies tutors can implement to encourage inclusivity and support for students with ASD.
This paper attempts to answer the following question: What strategies can be adapted at the writing center to better support students on the autism spectrum in tutoring sessions?
Specifically, this research will investigate how tutors can recognize traits associated with ASD, address the specific writing challenges these students face, and suggest strategies that tutors can implement to encourage inclusivity and support for students with ASD. The purpose of my research is to find ways in which tutoring practices can be modified to effectively support students with ASD. As universities increasingly emphasize inclusivity and neurodiversity, it is important to understand how tutoring sessions can be tailored to meet the specific needs of students on the autism spectrum. This paper explores how writing center tutors can better support students with autism spectrum disorder by recognizing their unique traits, understanding the writing challenges they face, and adapting their tutoring strategies to create a more inclusive and supportive environment.
Key Traits and Writing Challenges of Students with Autism Spectrum Disorder
Traits of Autism Spectrum Disorder
Autism spectrum disorder is a neurodevelopmental condition characterized by a wide range of traits that affect social interaction, communication, and behavior. As outlined in the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5), these traits include persistent difficulties with social interactions, repetitive behaviors, and restricted interests (American Psychiatric Association, 2024). Individuals with ASD often exhibit sensory sensitivities such as hypersensitivity to light and noise, which can affect their ability to focus on a typical academic setting (Van Der Steen et al., 2020).
Repetitive behaviors and strict adherence to routines are also common in individuals with ASD. For instance, a student may become distressed if a session deviates from an expected structure. In addition, challenges with verbal communication, such as difficulty clearly expressing ideas, are prevalent among individuals with ASD (Cherney, 2017). Recognizing these traits is fundamental for tutors, as they provide a better understanding of how a student with autism may approach a writing assignment or respond to feedback. Therefore, understanding these traits equips tutors with the ability to approach sessions with greater empathy and adaptability. For example, if a student struggles to maintain eye contact, a tutor should not interpret this as a lack of engagement, as it could be one of the underlying characteristics of ASD. Thus, recognizing sensory sensitivities can encourage tutors to minimize interactions during sessions.
Writing Challenges Faced by Students with Autism
Writing is a complex process that requires using cognitive, linguistic, and social skills. For students with ASD, this process can be challenging due to their difficulties with executive functioning, which includes planning, transitioning between ideas, and organizing (Asaro- Saddler, 2016). For example, a student with ASD may struggle to structure an essay because they are unable to break down the writing task into smaller, manageable components. These difficulties are evident when students with ASD encounter open guidelines, which may feel overwhelming or ambiguous to individuals who prefer structured and explicit instructions (Zajic et al., 2016).
Sensory sensitivities can impede the writing process for many students with ASD. Jones et al. (2020) highlight that sensory processing difficulties are linked to increased stress and reduced academic performance in students with autism. In the writing center environment, factors such as the ‘hum’ of the air conditioner or the clicking of keyboards in the background can significantly impact the student’s ability to focus. Moreover, rigid thinking patterns, which are characteristics of ASD, may cause a student to fixate on specific wording and formatting, which makes it challenging to accept broader revisions or to see alternative approaches to their work (Cherney, 2017).
Social communication difficulties also contribute to the unique challenges faced by students with ASD, as writing center sessions often rely on collaborative activities, such as brainstorming or discussing drafts. However, students with autism may find it difficult to express their ideas or to interpret a tutor’s feedback as constructive (Van Der Steen et al., 2020).
Furthermore, many students with ASD have difficulties in understanding abstract concepts, which can affect their ability to review literature. This challenge may result in overly concrete essays or lacking in critical analysis. Overall, all these challenges highlight the importance of adapting tutoring strategies to accommodate the specific needs of students with autism. Without targeted support, these students may face barriers that prevent them from fully engaging with the writing process or reaching their academic potential.
Literature Review
Writing Centers and Neurodiverse Students
Writing centers aim to provide academic support, yet their ability to effectively accommodate neurodiverse students, including those with autism spectrum disorder, is still underdeveloped. Although writing centers try to adapt to individual students’ needs, research highlights that typical tutoring practices do not align with the challenges of neurodiverse students (Syharat et al., 2023). These gaps highlight the need for specific strategies that better support students with ASD in the writing center.
Explicit Instruction and Scaffolding
Having a better understanding of the best practices that can be used to better support students with ASD is fundamental. Research shows that explicit instructions and scaffolding are key to supporting students with ASD in academic settings. Saad (2023) highlights how breaking down tasks into smaller steps, such as prewriting, drafting, and revising, helps students with learning difficulties stay organized and reduce the stress associated with complex assignments. For instance, tutors can guide students through brainstorming, outlining, drafting, and revising in separate stages to ensure clarity and avoid getting overwhelmed. Adcock and Chan (2022) also found that students with ASD perform better when given concrete and goal-oriented instructions. Visual supports, such as graphic organizers, further help comprehension by providing students with ASD with a better way to organize their ideas (Braun & Hughes, 2020).
Addressing Sensory Sensitivities
Sensory sensitivities are another key characteristic that impacts learning for students with autism spectrum disorder. In fact, students with ASD are more likely to experience stress and reduced performance in environments with high sensory stimulation (Mallory & Keehn, 2021). Nonetheless, writing centers often have open spaces with multiple ongoing sessions, which can overwhelm people with ASD and make their experience at the writing center uncomfortable and distressing. Research highlights the effectiveness of offering quiet and low stimulation spaces to encourage an autism-friendly learning environment (McAllister & Sloan, 2016). Additionally, incorporating assistive technology such as speech-to-text tools or online resources can reduce sensory demands and help students concentrate in class (McNicholl et al., 2021).
Feedback Delivery for Students with ASD
Feedback is a fundamental component of writing center sessions, but for students with ASD, the way feedback is delivered can significantly affect its effectiveness. Vague suggestions may lead to confusion or frustration, as students with autism often interpret feedback literally (Tay & Kee, 2019). Positive reinforcement also plays a key role in motivating students with ASD. Research shows that feedback highlighting strengths alongside areas for improvement helps students with ASD feel more included and confident in classrooms.
Training and Preparedness of Writing Center Tutors
Research shows that despite all these strategies that can be applied in writing centers to better support students with ASD, many writing center tutors feel underprepared to work with neurodiverse students. Most tutors lack formal training on neurodiversity and rely on generalized practices that may not meet the needs of students with autism (Cherney, 2017). Thus, tutor training can significantly enhance tutors’ confidence and effectiveness (Cherney, 2017).
Gaps in Existing Research
Although existing research provides valuable information about how to support students who are on the autism spectrum, there are still significant gaps. Most studies focus on classroom settings, with limited attention to the specific dynamics of writing centers, an environment that heavily relies on collaboration and communication. Additionally, there is a lack of research on how these strategies can be implemented in culturally diverse contexts, such as writing centers in the Middle East, more specifically, the United Arab Emirates. These gaps highlight the need for localized studies to explore how writing centers can effectively adapt their practices to support students with autism spectrum disorder.
Methodology
This study employed a mixed-methods approach, combining a survey of Writing Center tutors and a semi-structured interview with the director of the Academic Support Center (ASC) at the American University of Sharjah (AUS).
Survey
A survey was distributed to Writing Center tutors to assess their familiarity with ASD traits and their experiences tutoring students with autism. The survey was conducted using Google Forms and consisted of two questions:
- How familiar are you with autism spectrum disorder and the traits associated with it?
- Have you tutored a student you suspected or knew was on the autism spectrum?
A total of thirteen tutors completed the survey. Google Forms automatically summarized the data into pie charts, showing the distribution of responses for each question. This summary provided an overview of tutors’ familiarity and practical experience with ASD.
Interview
A semi-structured interview was conducted with the Director of the Academic Support Center (ASC). The ASC is a university resource designed to support students facing academic challenges. It also arranges academic accommodations for students with disabilities that impact their performance, to ensure they have equitable opportunities for success. During the interview, the following topics were discussed:
- Prevalence of students with autism spectrum disorder who visit the ASC
- Common challenges faced by students with ASD
- Academic accommodations provided at AUS to support these students
- Recommendations for strategies to implement in the AUS Writing Center to better help students with ASD
Notes were taken during the interview to document the discussion, as the conversation was not audio-recorded. These notes provided a foundation for identifying key points related to supporting students with ASD in the Writing Center.
Findings
Survey
The survey responses revealed a range of familiarity among Writing Center tutors regarding autism spectrum disorder and its traits. Out of the thirteen respondents, six tutors, or 46%, identified as being moderately familiar with ASD, which indicated that they had some understanding of the traits but lacked in-depth knowledge (Appendix A). Three tutors, or 23%, were slightly familiar, suggesting only a surface-level awareness, while two tutors, or 15%, stated they were not familiar with ASD traits at all. Two tutors, making up the remaining 15%, reported being very familiar with ASD, demonstrating confidence in identifying key traits.
When asked about their practical experience, 92% of the tutors, or twelve respondents, indicated that they had not knowingly tutored a student with ASD (Appendix). Only one tutor reported suspecting that they had worked with a student who might be on the spectrum. These results highlight a general lack of direct experience and limited understanding of ASD among Writing Center tutors.
Interview
The interview with the director of the Academic Support Center (ASC) provided more information about the challenges faced by students with ASD and potential strategies to enhance Writing Center support. According to the director, approximately 22–24% of the students who seek assistance from the ASC have ASD. These students often face significant academic challenges, such as difficulties with managing strict schedules, adapting to changes, handling time management, as well as discomfort in engaging with unfamiliar individuals. While these challenges are not exclusive to students with ASD, they tend to manifest more among this group.
The ASC offers a range of accommodations tailored to the specific needs of students with ASD. These accommodations include additional time during exams, access to alternative testing spaces to minimize distractions, and the use of assistive technologies such as speech-to-text tools. Students are also allowed to take photographs or make audio recordings during lectures to help their academic performance. When asked about strategies that could benefit the Writing Center, the director emphasized the importance of creating a quiet and separate space to reduce sensory overload for students with ASD. They also suggested incorporating assistive technologies, such as tools that convert speech to text, to facilitate the writing process. Additionally, the director recommended that online sessions include clear guidelines, such as requiring cameras to be on and encouraging eye contact, to provide structure and promote better engagement.
Discussion
This study sought to answer the question: What strategies can be adapted at the Writing Center to better support students on the autism spectrum in tutoring sessions? The results highlight a critical need for greater awareness and targeted strategies to address the unique challenges faced by students with autism spectrum disorder. The survey findings indicated a lack of familiarity with ASD traits among tutors, with many reporting limited understanding and little to no experience working with students who are on the autism spectrum disorder. This highlights a gap in preparedness that aligns with previous research, which suggests that many tutoring practices fail to meet the needs of neurodiverse students (Cherney, 2017). The gap in familiarity suggests a need for training to equip tutors with the skills and confidence necessary to engage with students on the autism spectrum. Incorporating ASD- related training into existing tutor development programs could address this issue, which will provide tutors with tools to recognize key traits and strategies to adapt their tutoring practices.
Insights from the ASC director offered valuable perspectives on the specific challenges students with ASD face, such as difficulty adapting to changes, managing time, and navigating social interactions. These challenges tend to be more pronounced among students with ASD, which makes it necessary to have tailored approaches for them. The accommodations currently provided by the ASC such as extended testing time, alternative testing spaces, and the use of assistive technology serve as a useful model for how the Writing Center can adapt its practices to effectively support these students.
The findings also revealed that students with ASD would benefit from a more sensory- friendly environment during tutoring sessions. The ASC director highlighted the importance of creating quiet spaces and using assistive technologies, which is supported by existing literature (McAllister & Sloan, 2016; McNicholl et al., 2021). These strategies could inform Writing Center practices by addressing the sensory sensitivities learning style of students with ASD. For instance, setting up a separate, low-stimulation area within the Writing Center could help students with ASD focus better during sessions. Such a space would minimize distractions and sensory overload caused by the typical over stimulating environment of the Writing Center. Quiet rooms or spaces with less visual and auditory stimulation would be beneficial for students who experience sensory sensitivities, which will ensure they feel more comfortable and are able to concentrate on their writing tasks.
Similarly, incorporating tools like speech-to-text software or graphic organizers could simplify the writing process for students struggling with executive functioning challenges. Assistive technologies that convert speech to text would support students who find it difficult to type or organize their thoughts in writing. This would provide a more accessible and supportive environment for students with ASD who may struggle with these steps of the writing process. Tutors can also offer visual aids, such as step-by-step guides to break down the writing process into manageable tasks, which can help reduce students’ cognitive load and help them stay organized.
The findings also highlight the importance of clear and explicit communication. Tutors’ lack of familiarity with ASD traits may lead to misinterpretations of student behavior, such as difficulty maintaining eye contact or adhering to feedback. As Van Der Steen et al. (2020) argued, understanding these traits is crucial for enhancing empathy and adaptability in tutoring sessions. A student’s avoidance of eye contact or preference for sitting in a certain position should not be misread as disengagement. Instead, tutors should recognize these as potential indicators of ASD, which require a more sensitive and patient approach. Tutors should also make sure that their feedback is clear, constructive, and avoid vague suggestions, as students with ASD tend to interpret feedback literally (Tay & Kee, 2019).
Moreover, structured and predictable session formats, as suggested by the ASC director, could help reduce students’ anxiety about unexpected changes or unstructured tasks. For instance, tutors could establish a clear agenda at the start of each session. In fact, beginning sessions by outlining what will be covered can create a sense of stability for students with ASD, which will lower cognitive load and allow them to focus on the writing process itself. These steps would encourage students to engage with their writing without feeling overwhelmed by unpredictable dynamics. To further support inclusivity, online tutoring sessions should be structured in a way to create a comforting environment for students with ASD. This could include requiring cameras to be on to maintain eye contact, which aligns with the director’s recommendation.
Conclusion
In conclusion, this study has highlighted the importance of adapting Writing Center practices to better support students on the autism spectrum. Many writing center tutors are not familiar with ASD traits which affects their ability to effectively support these students. The findings suggest that creating structured, low-stimulation environments, integrating assistive technologies, and providing clear, direct communication are important strategies for helping students with ASD. Implementing these strategies could significantly enhance the inclusivity of Writing Center sessions and provide a better learning experience for students on the spectrum.
However, the study has some limitations. First, the sample size of tutors surveyed was small, which limits the generalizability of the findings. Additionally, the research only focused on tutors’ perspectives and did not include direct feedback from students with ASD. Future research should explore the experiences of students with autism in Writing Center settings, examine the effectiveness of the identified strategies in practice, as well as have a bigger sample size to ensure generalizability. Despite these limitations, the study offers important findings on how Writing Centers can better support students with ASD and highlights areas for further exploration to refine and implement these strategies effectively.
References
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McNicholl, A., Casey, H., Desmond, D., & Gallagher, P. (2021). The impact of assistive technology use for students with disabilities in higher education: A systematic review. Disability and rehabilitation: assistive Technology, 16(2), 130-143. https://doi.org/10.1080/17483107.2019.1642395
Appendix
Please refer to page 119 of the digital issue for all appendices.