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‘Autism Isn’t a Spectrum, It’s a Kaleidoscope’: The Impact of a Support Program for Twice-Exceptional University Students
Journal article   Open access   Peer reviewed

‘Autism Isn’t a Spectrum, It’s a Kaleidoscope’: The Impact of a Support Program for Twice-Exceptional University Students

Emily H. Kuhlmann and Megan Foley-Nicpon
Education sciences, Vol.16(7), 1155
07/01/2026
DOI: 10.3390/educsci16071155
url
https://doi.org/10.3390/educsci16071155View
Published (Version of record) Open Access

Abstract

Twice-exceptional students on the autism spectrum (2eASD) are underrepresented and underserved in higher education, despite increasing postsecondary enrollment. To support their transition to university, a program was developed to support executive functioning and social communication. This study explored how participation in the program shaped students’ perceived experiences, relationships, and twice-exceptional identity over one academic year. The Talent Development Mega Model (TDMM) provided a framework to examine how talent and identity may evolve in this population. As part of a larger study, we used qualitative inquiry to analyze open-ended survey responses from 15 participants across the academic year. Students reported high satisfaction with the program, emphasizing the value of individualized staff support and engaging in a small, affirming community of those with a shared identity. Many described gaining a deeper understanding of twice-exceptionality and some increasingly identified with the twice-exceptional label. Participants also noted changes in navigating complex social situations and building new relationships. Findings underscore the need for more inclusive programming in higher education and offer directions for future research and practice.
 Higher Education autism spectrum disorder identity development neurodiversity post-secondary transition support qualitative research talent development twice-exceptionality

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