Many readers may already be having strong reactions. To add to the label confusion, a parent, an educator, and a clinician may all place different emphasis on different aspects of this child’s profile. They may excel in academics but perhaps the sensory overload of recess and group projects causes them to seemingly withdraw. The child may also be both gifted and autistic, often referred to as twice-exception (or 2e for short), where their asynchronous profile allows them to succeed in some tasks while being challenged by others. The child may be autistic and able to excel in their subject of interest but not as equipped for social interactions that require reciprocity. This child may be gifted and finding it difficult to meet like-minded peers who share their interest or work in groups where they have to wait for a long time for others to arrive at the same answer this child learned so quicky. However, they don’t socialize with others at recess and seems to struggle to communicate when forced to do group work in class. The scope of this article isn’t meant to be a scholarly review of the literature concerning autism, giftedness, and their intersections but will instead focus on summarizing how the two overlap and what parents and educators can do to help these children thrive.Ĭonsider the following brief description for illustration:Ī ten-year-old child in their local public school excels at computer programming and has a keen interest in learning advanced coding languages like Python. The DMS-5 continues to adjust its diagnostic criteria for ASD, and there is also no universal definition for giftedness. When it comes to the connection between giftedness and autism spectrum disorder (ASD), it is important to understand that the latter column far exceeds the former.
A popular young adult novel character named Penelope Bunce often pulls out a chalk board when solving tough problems and starts by creating two lists: What We Know.
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