Presuming competence

Troubling the ideal student

Bibliographic Data

ID21539749
AuthorsAllison D Brenneise (0000-0001-8095-6165, University of Minnesota, corresponding author)
Year2020
Volume69
Issue3
Pages317-334
Publication date2020-07-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCommunication Education (JOURNAL)
Journal identifiersISSN: 0363-4523 • E-ISSN: 1479-5795
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03634523.2020.1770307
OpenAlexW3028191052
LanguageEN
Citations received4
References cited46

Using [Canary, D. J., & MacGregor, I. M. (2008). Differences that make a difference in assessing student communication competence. Communication Education, 57(1), 41-63. doi:10.1080/03634520701635133] prototypes of ideal and less-than-ideal student communication behaviors, I rhetorically analyzed participant interview transcripts from young adults with an autism spectrum diagnosis for representative behaviors to determine the implications of such prototypes. Participants revealed that they feel chronically misunderstood by their communication partners. This research offers communication instructors and scholars a better understanding of communication produced by students with an autism spectrum diagnosis. It also challenges use of a normative communication lens to read so-called ideal student communication behaviors such as motivation and participation. It calls for communication experts to expand their own communication competence and to be mindful of the opportunities students have available to represent their interests and skills in the classroom

Autism · Communication skills · Communication studies · Communicative competence · Developmental psychology · Epistemology · Interpersonal communication · Medical education · Normative · Pedagogy · Sociology · Autism Spectrum Disorder Research · Communication in Education and Healthcare · Language, Discourse, Communication Strategies · Psychology · Social Psychology

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