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.

中文翻译：

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Twice-exceptional 自闭症学生的循证教学实践


学术才华横溢的自闭症学生，也称为两次杰出的自闭症学生 （2eASD），在学校中越来越多地被发现。这些学生给试图规划和实施成功教学机会的教育工作者带来了挑战，因为教师对被识别患有 2eASD 的学生的知识和循证实践 （EBP） 的使用各不相同。这项定性研究的目的是确定教授这些学生的 10 名高中内容和特殊教育教师当前使用的做法，以及他们对这些学生的高等教育机构的建议。研究结果表明，高中教师支持对患有 2eASD 的大学学生使用差异化的、基于优势的个性化教学，但通常无法提供如何在他们的特殊教育或内容课堂中实施这些做法的具体示例。此外，他们很少在课堂上关注这一人群的优势和才能，也没有推荐有竞争力的大学供他们考虑。