Evidence-Based Instructional Practices for Twice-Exceptional Students With Autism

Abstract

Academically talented students with autism, also known as twice-exceptional students with autism (2eASD), are increasingly identified in school. These students present challenges to educators who attempt to plan and implement successful instructional opportunities, as teachers’ knowledge and use of evidence-based practices (EBPs) for students identified with 2eASD vary. The purpose of this qualitative study was to identify current practices used by 10 high-school content and special education teachers who teach these students, as well as their recommendations for postsecondary institutions for these students. The findings suggest high-school teachers support the use of differentiated, strength-based individualized instruction for college-bound students with 2eASD, but are generally unable to offer specific examples of how these practices are implemented in their special education or content classrooms. In addition, they seldom focus on the strengths and talents of this population in their classrooms and fail to recommend competitive colleges for their consideration.