Highly Gifted, Asperger's or Twice Exceptional?
Intellectually Advanced Children are Often Mislabeled at School
Oct 16, 2008
In the preschool and early elementary years, Asperger's, a mild autism spectrum disorder, is marked by many of the same characteristics as are common for many highly gifted children. While a child may be "twice exceptional" (2E), having an Autism Spectrum Disorder (ASD) along with giftedness, it is important for educators and parents to understand the similarities and differences between Asperger's and Giftedness so that the child's educational needs can be accommodated.
Social Challenges for Students with Asperger's
As with all Autism Spectrum Disorders, Asperger's Syndrome is at least partially characterized by difficulties with social interaction as a result from an inability to understand social cues.
Additionally, individuals with Asperger's may
- Not understand be able to interpret figurative speech or humor.
- Have fleeting or non-existent effective eye contact.
- Have low muscle tone and fine or gross motor skill delays.
- Have unusual speech patterns.
- May have flat facial expressions.
- Rely on rituals or patterns in a way that is obsessive.
- Have substantial difficulties with sensory integration.
- Develop obsessive interests in certain unusual subjects.
- Not understand how to give and take during conversations.
- Have significant difficulty transitioning from interests or regular patterns of activity.
By definition, individuals with Asperger's will also have a normal or above normal IQ. In spite of this, however, students with Asperger's nearly always have an understandably difficult time with regular classroom routines and social interactions.
Social Difficulties in Highly Gifted Children
Not all highly gifted children have difficulty making friends; however, many young gifted children seem quirky or awkward when compared with their age peers. Much like Asperger's affected children, in fact, highly gifted children often
- Have encompassing interests that are different from age peers.
- Have sensory issues due to Dabrowski's Overexcitabilities. Overexcitabilities are sensitivities that allow the gifted individual to experience the world more intensely; however, they can also cause a gifted individual to be overwhelmed with sensory input.
- Have unusual vocabulary and mature sentence structures for their age.
- Resent or even resist transitioning from an area of interest. Gifted children often enjoy exploring learning topics in more detail than their age peers.
Autism Spectrum Disorder, High Level of Intelligence or Twice Exceptional?
One of the most important differences between a child with Asperger's and a highly gifted child will reveal itself when the child spends time with an intellectual peer. In fact, there will be many key differences between an autistic child and one who is intellectually gifted.
- Whereas a child with Asperger's will still generally have difficulty with social reciprocity, a highly gifted child will generally enjoy sharing information with an individual with whom he shares an interest.
- A gifted child will usually have multiple intense interests and an uncanny ability to link topics of interest to other areas of knowledge. They will enjoy the opportunity to interact with others who have similar interests.
- Gifted children are often more emotionally sensitive than same-age peers and will respond intensely to the emotions of the children around them.
- Highly gifted children may have advanced vocabularies that may in some cases limit their ability to socialize with age peers; however, these same children may do just fine when paired with older students or other children of similar intellectual ability.
Since it is possible for a child to be both highly gifted and on the autism spectrum, however, it is important that a student who may be twice exceptional to be tested by a competent team including a developmental pediatrician, an occupational therapist, an educational psychologist and the child's parents. Armed with a complete developmental history and a clear report of the student's strengths and weaknesses, the team should then be able to create an appropriate Individual Educational Plan.
Since teachers are rarely trained in diagnosis of spectrum disorders, it is never appropriate for an educator or school couselor to make a diagnosis.
