Strength-Based Teaching Strategies for Gifted High School Students with Autism Spectrum Disorder

In this chapter we discuss the experiences of students identified as twice exceptional, both intellectually gifted and identified as having autism spectrum disorder (2eASD) in high school. Very little empirical research has been conducted on this population. In this chapter, we describe a recent research study in which 40 of these students who were academically successful were identified and interviewed about what made a difference to their success. All these students were attending highly competitive colleges and universities. The activities they described as important included participation in enrichment opportunities including advanced courses, overnight camps, and extracurricular activities based on their interests. Other events that made a positive difference in their high school success included being told they had academic talents, participating in challenging honors and Advanced Placement classes, and conducting independent projects in interest areas with a mentor. Enrichment and positive educational experiences were found to have important benefits for students identified as 2eASD, suggesting the importance of positive outcomes for these students.