Book chapter
Autism Spectrum Disorders and High Ability
Critical Issues and Practices in Gifted Education, pp.61-74
Prufrock Press, Third edition
2020
DOI: 10.4324/9781003233961-6
Abstract
This chapter focuses on issues pertinent for high-ability students with autism spectrum disorders (ASD) by reviewing research regarding key terms, major questions, defensible and nondefensible conclusions, limitations, and practical implications. High-ability youth with ASD represent a group of students who offer unique challenges for parents and educators. The masking effect, along with limited educator awareness, may contribute to the continued lack of participation of twiceexceptional students in gifted and talented programming, despite obtaining test scores equivalent to those required for entrance into such programs. High-ability individuals with ASD possess a unique set of psychosocial and academic needs that require individualized educational strategies that all initially hinge upon accurate identification. Individuals diagnosed with ASD possess significant social and communication deficits accompanied by a restricted pattern of repetitive and stereotyped behaviors. The term gifted is an inconsistently defined and implemented social construct within US school systems.
Details
- Title: Subtitle
- Autism Spectrum Disorders and High Ability
- Creators
- Megan Foley-NicponCharles CederbergCara Wienkes
- Resource Type
- Book chapter
- Publication Details
- Critical Issues and Practices in Gifted Education, pp.61-74
- Edition
- Third edition
- Publisher
- Prufrock Press; Waco, Texas
- DOI
- 10.4324/9781003233961-6
- Language
- English
- Date published
- 2020
- Academic Unit
- Belin-Blank Center
- Record Identifier
- 9984528107102771
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