Strength-Based Strategies for Twice-Exceptional High School Students With Autism Spectrum Disorder
Sally M. Reis, Joseph W. Madaus, Nicholas Gelbar, Lawrence J. Miller
Abstract
Academically talented students with autism spectrum disorder (ASD) have the potential to be successful both in high school and later in college, but their rate of post-secondary enrollment and completion lags behind their peers. Currently, limited information exists on strategies to help these students, often known as twice exceptional or 2e, to be academically successful in high school and prepare for competitive college experiences. This article includes a range of specific and practical educational strategies and practices reported in recent research. These strength-based practices, experiences, and learning strategies can be incorporated into educational planning for current 2eASD secondary students to prepare them for academic success and transition, if they desire, to competitive colleges.