editing disabled
EPPL604-Autism-and-creativity

Gifted ASD is an underserved population

Causes:
Teacher awareness regarding the identification of giftedness in students ASD, as well as identification of ASD in gifted students.


We are studying ASD gifted students as an underserved population because we want to find out causes for teachers not recognizing the behaviors unique to gifted children among the ASD population, in order to help our readers (teachers) build cultural competence in identifying and developing the gifts and talents of students with ASD.

This seems like this paper is going in the direction of a sort of "culture clash". One one hand we have the typical GT student, and we expect them to be a little quirky. We develop their talent but ignore issues that might impede them in their future, such as social skills, getting along in the workplace etc. On the other hand we have the ASD student and we focus on their deficiencies but neglect talent identification and development. Both of these possibilities are not developing the potential of the individual to its maximum. If ASD behaviors are part of a natural continuum, it seems that we should not label students as ASD but look at every GT student's unique profile of characteristics and provide all of the support needed for success in the adult world. Maybe the angle of the "big picture" "here should be that labels create prejudice. Once we label someone as ASD we see only that deficiency. Once we label someone as GT we see strength. In the overlap between GT and ASD, the degree to which individual potential is maximized is effectively by the flip of a coin - are you labeled by your strength or your weakness?


INTRO Patty

1. What is giftedness? Lori

2. What is ASD? Patty
3. Behaviors of gifted and ASDs using Dabrowski's overexcitibilities: Patty
  • Emotional
  • Sensual

4. Autism as a culture Lori (How do I make this fit with the previous section? Do I need to discuss how GT students "fit" into ASD culture?)
  • Cultural model to draw upon:
  • Language
  • Customs
  • Norms

5. Cultural competence as it pertains to gifted ASD (deficit model) Patty
6. Autistic vs.neuro-typical in the school setting (compare/contrast to illustrate difficulties for the autistic child) (fundamentalist, conflict theory) Lori
  • Social issues
    • Friends
    • Bullying
  • Sensory sensitivities


7. Talent Development in ASD Lori
CONCLUSION Patty