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Gifted Students With Asperger Syndrome

Strategies for Strength-Based Programming

University of Colorado Denver

Douglas E. Carothers

University of Hawaii at Hilo

Lydia R. Smiley

Florida Atlantic University

Gifted students with Asperger syndrome (AS) frequently exhibit behaviors that puzzle and challenge teachers and other professionals. They display many of the behaviors typically associated with AS and therefore receive educational interventions designed to address their deficit areas. Often lacking is strength-based programming—that is, educational planning with systematic attention to students' learning strengths, interests, gifts, and talents. If their strengths are not addressed, these students are at social, emotional, and academic risk. Gifted students with AS require dually differentiated instruction, including interventions that foster interests and strengths while providing strategies to compensate for areas of weakness. This article offers suggestions and resources for developing strength-based programming for gifted students with Asperger syndrome.

Key Words: gifted students • autism • disabilities • special education • curriculum • general and special education • collaboration

Intervention in School and Clinic, Vol. 44, No. 4, 206-215 (2009)
DOI: 10.1177/1053451208328827


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