Learning Experiences of Highly Able Learners with ASD: Using a Success Case Method
| Title: | Learning Experiences of Highly Able Learners with ASD: Using a Success Case Method |
|---|---|
| Language: | English |
| Authors: | Wu, I-Chen, Lo, C. Owen, Tsai, Kuei-Fang |
| Source: | Journal for the Education of the Gifted. Sep 2019 42(3):216-242. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Academically Gifted, Autism, Pervasive Developmental Disorders, Grade 5, Elementary School Students, Inclusion, Success, Barriers, Student Needs, Teaching Methods, Children, Intelligence Tests, Special Education |
| Assessment and Survey Identifiers: | Wechsler Intelligence Scale for Children |
| DOI: | 10.1177/0162353219855681 |
| ISSN: | 0162-3532 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1224564 |
| Database: | ERIC |
| ISSN: | 0162-3532 |
|---|---|
| DOI: | 10.1177/0162353219855681 |
| Published in: | Journal for the Education of the Gifted |
| Language: | English |