Albert Attender (in response to Sebastian Scholar)    

This is very perceptive indeed.

ASD people in general tend to suffer from ‘analysis paralysis’, meaning that leaving their options wide-open (or not defined at all) will result in a complete inability to apply themselves to the relevant subject at any level whatsoever, which has particularly strongly-influential effects upon students, where this condition can result in their overwhelming uncertainty and anxiety about the level of work that is subjectively acceptable (most ASD students can perform well in excess of expected standards, but (a) do not believe their own capability to do so and (b) are fearful that they will be assessed by ‘social standards’ relating to other students’ submissions, which of course they cannot anticipate at all).

Huh?    Wha?

Wherever possible ASD students should be able to enter into discussion with tutors who set such assignments, in order to mutually explore the subject area, identify aspects that interest the ASD student, and agree on an area of focus for that assignment (ideally including a specific and strictly-definitive title for that work), and that tutor should be available throughout the allotted period within which the work should be completed, should the ASD student require further feedback or guidance.

Who talks like that?!?

One aspect of ASDs is the reduced/wholly absent capacity for social imagination, so the tutor should take on a personally-responsive role as an agent who seeks to aid the ASD student in exploring and mapping this unfamiliar terrain.

If you comprehended that post, without having to do any rereading, congratulations!

Let’s move on.