Determining the IQ level of a gifted autistic child can be difficult. Diagnosis can be complicated as giftedness can be “masked” by the child’s autism. Seventy-five percent of people with autism score 70 or below on intelligence tests and are therefore determined to be intellectually disabled.
The other 25 percent presumably have average to superior intelligence. Children with signs of autism who are also gifted may present with a unique set of educational needs for the local school district. The following information is presented to you as parents as a guide for meeting your child’s educational needs.
1. Confirm your child’s IQ
School districts vary based on the qualifications needed for entrance into their school’s gifted education program. It will be important for you to understand these qualifications as a parent.
Most school districts use a combination of the child’s evaluated IQ score and their Academic Achievement in areas such as Math or Reading. Many students who are gifted and autistic may present well with their academic ability on achievement testing.
Yet, they may stumble when it is time to meet with the school psychologist. This may be extremely true if they have not previously met or interacted with one.
Some students with autism and giftedness don’t do well when meeting an unfamiliar individual. Allowing your child to meet the school psychologist several times before IQ testing can help them feel more comfortable.
Parents who take the time to ensure this accommodation occurs may be providing their gifted autistic child with maximum opportunity for success.
2. Adjust the IEP to confirm proper placement and services
The vast majority of parents who have a child with autism are generally extremely familiar with the IEP process at their local school district. These parents have worked hard at ensuring that disability-related services are being provided to their child.
Now, the district is confronted with a child with a “disability” in combination with an “exceptionality.”
It is critical for your gifted autistic child’s success that you quickly become familiar with the programming and services available to these students in your school district. The more you know, the better you’ll be able to advocate for your own child.
3. Work with gifted education teachers
You may get extremely fortunate and discover your gifted education teacher has worked with students with autism in the past. However, you may also encounter a gifted education teacher who has not worked with children with autism previously.
Meeting with a teacher to explain your child’s needs should provide them with the necessary information to develop an appropriate educational program for them. Maintaining active engagement with the gifted education teacher and working cooperatively with them should also help your child succeed at school.
4. Consider placing your child with other gifted students
Now that your child has qualified for placement in the gifted education program, it will be time for them to be placed for part of their school day with other students who are also gifted.
Research has been clear in determining that gifted education students benefit when placed with other gifted education students for part of their school day.
Placement in a new classroom may cause some level of anxiety in your child with autism. They may also experience heightened anxiety when having to interact with a new group of students.
All of this will need to be considered when transitioning your child with autism into this new classroom environment.
5. Encourage creating in-service activities related to autism
Some of the gifted education students at your child’s school may be unfamiliar with the concept of autism and what it means.
Collaborating with both your child’s special education teacher and their gifted education teacher can be helpful. You can also ask them to create in-service activities for the other gifted education students focused on the theme of autism.
Such activities may give these students a better understanding and appreciation for dealing with individuals with autism.
6. Get involved in the program
Children who are gifted often get opportunities to attend events that are not offered to non-gifted children. It will be important for you to be involved in the gifted education program your child is involved in.
You could chaperone a gifted education field trip, offer to present on a topic to the gifted education class or work with other parents to host an event.
Involved parents are informed parents. The more informed you become as a parent, the higher the likelihood of your child becoming successful at school.
7. Meet other parents
As a parent of a gifted child, it will be critical for you to meet the parents of the other gifted students. These parents could provide a wealth of information to you about how to positively advocate for your child.
They also tend to be knowledgeable about camps, activities, and events available to children who are gifted. It will also afford you an opportunity to explain your child’s autism to these parents.
The better level of understanding these parents have of your child’s autism may lead to an increased level of social interaction and involvement with your child with autism.
8. Explain giftedness to your child
Your child with autism may be confused by the new changes occurring in their daily schedule. They may be wondering why they are attending gifted education classes, meeting a gifted education teacher, or having to interact with a new group of students.
As a parent, you may need to take the time to explain what being “gifted” really means.
You don’t want to tell your child being gifted means they are “smarter” than everyone else. It may need to be explained that they tend to process information quickly and thus need more specialized education to take advantage of the skill.
9. Ensure they get proper accommodations
Your child with autism is now dual-diagnosed. They are not only an individual with autism but also someone who is gifted. Your child requires special accommodations throughout the school day to allow them to experience success both academically and socially.
Having these accommodations in place will assist your child with navigating their school day better.
They may be bothered by noise and need a quieter work environment at school. Your child may need to wear a pair of noise-reducing headphones.
If they struggle with presenting in public, then accommodations can be developed to assist. Knowing what accommodations are available for your child may also help you with determining which accommodations work best for them.
10. Advocate for enrichment activities
As a gifted education student, your child will need “enrichment” during their school day. They may find the pacing of instruction in a general education class to be “too slow.”
The child may want to accelerate their level of learning because they can demonstrate “mastery” of the topic being presented to general education students.
Your child may need to complete “alternative” assignments to satisfy their giftedness and continue to expand their knowledge of a subject. Being actively involved in their education can ensure your child is being offered sufficient enrichment activities.
Supporting your gifted autistic child’s growth
Raising a gifted autistic child comes with unique challenges, but it also offers incredible opportunities for growth and success. By working closely with educators, advocating for proper accommodations, and creating a supportive environment at home and school, you can help your child thrive.
Balancing both their autism and giftedness requires understanding, patience, and a proactive approach, but with the right support, your child can excel academically, socially, and personally. Each step you take in fostering their talents and addressing their needs brings them closer to reaching their full potential.
This article was featured in Issue 98 – Fresh ASD Guidance For A New Year
FAQs
Q: What is gifted autism?
A: Gifted autism refers to individuals who are both autistic and possess intellectual abilities significantly above the average. These individuals may excel in areas like math, music, or problem-solving while also experiencing traits associated with autism, such as social or sensory differences.
Q: Can an autistic child be a genius?
A: Yes, an autistic child can be a genius, especially if they show exceptional abilities in specific areas, such as mathematics, art, or science. However, their genius may coexist with challenges in communication or social interaction, which are characteristic of autism.
Q: Do people with autism tend to have higher IQs?
A: People with autism can have a wide range of IQs, from below average to highly gifted. Autism itself doesn’t determine IQ, though some autistic individuals may display exceptional abilities in specific fields.
Q: Is giftedness a form of neurodivergence?
A: Yes, giftedness is considered a form of neurodivergence, as it represents a variation in cognitive functioning. Like autism or ADHD, it involves thinking and processing information in ways that differ from the typical population.
References
Gelbar, N. W., Cascio, A. A., Madaus, J. W., & Reis, S. M. (2022). A systematic review of the research on gifted individuals with autism spectrum disorder. Gifted Child Quarterly, 66(4), 266-276. https://journals.sagepub.com/doi/abs/10.1177/00169862211061876
Cain, M. K., Kaboski, J. R., & Gilger, J. W. (2019). Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder. Autism, 23(7), 1663-1674. https://journals.sagepub.com/doi/abs/10.1177/1362361318804019
Nicpon, M. F., Assouline, S. G., Schuler, P., & Amend, E. R. (2021). Gifted and talented students on the autism spectrum: Best practices for fostering talent and accommodating concerns. In Special populations in gifted education (pp. 227-247). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003238157-11/gifted-talented-students-autism-spectrum-best-practices-fostering-talent-accommodating-concerns-megan-foley-nicpon-susan-assouline-pat-schuler-edward-amend
Hughes, C. E. (2021). Giftedness and autism spectrum disorders. In Understanding twice-exceptional learners (pp. 217-243). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003239345-8/giftedness-autism-spectrum-disorders-claire-hughes
Hartwell-Walker, Marie (2018). Autistic and Gifted: Supporting the Twice – Exceptional Child
