Learning Experiences of Highly Able Learners With ASD: Using a Success Case Method

Abstract

Empirical studies investigating twice-exceptional students’ learning experiences and intricate needs remain scarce to date. Even though highly able learners with autism spectrum disorder (ASDs) demonstrate potential for high achievement and/or creative productivity, they also face potential psychosocial distresses such as anxiety disorders and poor self-concept. This study aimed to explore positive educational opportunities for highly able learners diagnosed with ASD. Using a success case method, the researchers invited two fifth-grade highly able learners with ASD to participate in this study. Data collection included interviews, observations, questionnaires, and supplementary artifacts. Adopting a general inductive analysis approach and a Glaserian coding paradigm, the researchers identified a core category, supportive school context (SSC), along with three subcategories: (a) curriculum flexibility, (b) strength-based approaches, and (c) safe environment. The findings could provide effective pedagogical strategies for teachers, school administrators, and parents. Furthermore, we rendered several suggestions for future research.

Gifted Classroom Environments and the Creative Process: A Systematic Review

“…The Subotnik et al's (2011) Talent Development Framework, which formed the parameters for the review, was published in Psychological Science in the Public Interest. Five empirical articles were reviewed, of which two were qualitative (Chan & Yuen, 2015;Wu et al, 2019) and three were quantitative (Jo & Ku, 2011;Kettler & Bower, 2017;Sak, 2013). Of the remaining articles, most (n = 16) were practitioner-focused and written with classroom teachers as the primary audience (Beason-Manes, 2018;Chandra Handa, 2015;Coxon, 2012;Firmender et al, 2017;Fletcher, 2011;Gavin & Casa, 2013;Groman, 2019;Hagge, 2017;Hébert et al, 2014;Hines et al, 2019;Schroth & Helfer, 2017;Scott, 2011;Senne et al, 2016;Shively et al, 2018;Thompson, 2017;Westberg & Leppien, 2018), but several (n = 5) were more theoretical in nature with a broader audience that included researchers and school personnel (Miller, 2012;Renzulli, 2012;Renzulli & Reis, 2012;Subotnik, 2015;Subotnik et al, 2011).…”

“…Schroth and Helfer (2017) contended that children in primary grades (K-2) should be provided "an array of material" to "see the breadth of information in their world while exploring a few topics in depth" (p. 20). Authors also argued that students should be allowed to explore topics in more depth as they get older to deepen their knowledge base (Renzulli & Reis, 2012;Subotnik et al, 2011;Wu et al, 2019) as they move from domain competence to domain expertise. In addition, Thompson (2017) discussed how teachers can guide gifted students through creative thinking techniques to enhance metacognition, a vital component of the creative process.…”

“…The second theme related to adaptive environments is that access to resources is necessary for creative production. To participate in the gifted classroom activities described in the articles, high-ability students needed access to a variety of resources, both tangible and digital, to support research, exploration, collaboration, and production, including computers and other devices that connect to the internet (Beason-Manes, 2018;Coxon, 2012;Firmender et al, 2017;Fletcher, 2011;Groman, 2019;Hagge, 2017;Hébert et al, 2014;Jo & Ku, 2011;Renzulli & Reis, 2012;Senne et al, 2016;Thompson, 2017;Wu et al, 2019), access to experts and mentors (Beason-Manes, 2018;Fletcher, 2011;Renzulli & Reis, 2012;Schroth & Helfer, 2017;Subotnik et al, 2011;Westberg & Leppien, 2018), software programs (Coxon, 2012;Hagge, 2017), and tangible materials, such as books, art supplies, or musical instruments (Groman, 2019;Scott, 2011). For example, gifted classrooms focused on STEM require access to specific resources commonly found within STEM professions (e.g., devices for coding, construction materials, and equipment for scientific experiments).…”

“…Within the gifted classrooms in the articles, students' ability levels varied widely. The authors suggested having systems in place to ensure that each student is challenged (Hines et al, 2019;Subotnik, 2015;Subotnik et al, 2011;Westberg & Leppien, 2018;Wu et al, 2019). Differentiation required gifted education teachers to understand their high-ability students' strengths and to make plans to engage those strengths and interests in investigations using the creative process to facilitate new learning (e.g., Wu et al, 2019).…”

“…The authors suggested having systems in place to ensure that each student is challenged (Hines et al, 2019;Subotnik, 2015;Subotnik et al, 2011;Westberg & Leppien, 2018;Wu et al, 2019). Differentiation required gifted education teachers to understand their high-ability students' strengths and to make plans to engage those strengths and interests in investigations using the creative process to facilitate new learning (e.g., Wu et al, 2019). Authors argued that providing appropriately challenging opportunities and instruction aligned with student abilities supports student motivation to be creative (Chan & Yuen, 2015;Fletcher, 2011;Gavin & Casa, 2013;Renzulli, 2012;Renzulli & Reis, 2012), which aligns with research on developing talent (e.g., Talent Search Model; Stanley, 1976;Subotnik et al, 2011).…”