Autism and Giftedness: A Doubly Special Challenge
- Gert de Heus
- Oct 25
- 4 min read
In the world of education and care for children with special needs, there's one group that often falls between the cracks: children who are both gifted and have autism spectrum disorder (ASD). This combination, also known as "doubly exceptional," raises many questions. Can you truly be gifted if you have autism? Or is autism perhaps a misdiagnosis? And how can you best support these children?
Some professionals and parents question the validity of an autism diagnosis in gifted children because the characteristics of both groups overlap. Consider:
Strong focus on details
Preference for structure
Difficulty with social interaction
Strong sense of justice
These characteristics can occur in both giftedness and autism, leading to masking or confusion in diagnosis. As Agnes Burger-Veltmeijer argues, diagnosticians often have a one-sided expertise, resulting in one aspect (giftedness or autism spectrum disorder) being overemphasized and the other underemphasized.
A key concept is the disharmonious intelligence profile, where there is a significant difference between verbal and performance IQ. This is common in children with autism, but also in some gifted individuals. An average IQ score then says little about actual abilities. Giftedness is not always harmonious, and this is no reason to question the diagnosis.
Autism as a Developmental Delay and Advance
A refreshing perspective is the view of autism as a combination of developmental advancement and developmental delay. This aligns with the idea that autism isn't necessarily a disorder, but rather a different way of processing information. Martine Delfos, for example, argues that people with autism aren't slower, but rather more precise, which takes more time. This nuances the image of "slowness" and emphasizes the depth of their thinking.
Safety must be paramount in the education of children with special needs. While cognitive challenge is important, managing autism often plays a more significant role in their well-being. A school that addresses autism well but offers less cognitive challenge is often a better choice than the other way around, although the ideal is, of course, a tailored approach: a safe environment and sufficient intellectual stimulation.
There are countless examples of young people with autism who excel cognitively but require specific social-emotional support. The idea that autism precludes a diploma is outdated and harmful.
Characteristics of “Twice-Exceptional Learners”
Research shows that these children often:
Have a high verbal and/or performance IQ
Show slow processing speed or working memory problems
Whimsical intelligence profiles have
Combining strong analytical skills with social challenges
Often underperforming due to overstimulation or lack of appropriate guidance
These characteristics make it difficult to recognize and utilize their potential. They may adapt, compensate, or withdraw, leading to masking their true needs.
Customization and Understanding are Crucial
The combination of giftedness and autism requires a holistic approach. It's not an either-or, but a both-and. These young people deserve recognition for both their talents and their limitations. A correct diagnosis isn't a label, but a key to appropriate support.
What these children need is:
A safe learning environment
Cognitive challenge
Social-emotional guidance
Professionals with broad expertise
Space for their unique profile
By not seeing autism as a disability, but as a different path to development, we can help these young people flourish at school, in their studies, at work and in society.
Theoretical Framework: Autism and Giftedness
Introduction to the concept of “twice-exceptional”
The term "twice-exceptional learners" refers to individuals who possess both exceptional cognitive abilities (giftedness) and a disability or disorder, such as autism spectrum disorder (ASD). This combination results in unique educational and support needs, which are often overlooked by conventional diagnostics and educational systems (Assouline et al., 2009; Burger-Veltmeijer et al., 2018).
Giftedness: definition and characteristics
Giftedness is generally defined as an IQ above 130, combined with characteristics such as creativity, motivation, and a high degree of cognitive flexibility (Renzulli, 1978). However, in children with autism, the intelligence profile can be disharmonious, resulting in a distorted total IQ. Therefore, it's important to consider other factors besides IQ, such as learning style, thinking strategies, and social-emotional development.
Autism Spectrum Disorders: Characteristics and Cognitive Style
ASD is characterized by limitations in social communication, restricted interests, and repetitive behavior. Cognitively, fragmented information processing, a preference for detail-oriented thinking, and slower processing speed are often present (Delfos, 2005; Dickerson Mayes & Calhoun, 2008). These characteristics can interfere with the manifestation of giftedness, but do not preclude it.
Interaction between giftedness and autism
The combination of giftedness and autism leads to a complex profile in which strong cognitive skills are combined with social-emotional challenges. According to Burger-Veltmeijer (2006), characteristics of giftedness and autism can mask, reinforce, or even compensate for each other. This makes diagnosis and support challenging. It is essential to recognize and integrate both dimensions into educational programs.
Problems in diagnostics and education
Many professionals specialize in either giftedness or autism, which carries the risk of biased diagnosis. This leads to misdiagnosis, underachievement, and psychosocial problems. Masking talents or disabilities is a common phenomenon, resulting in the educational needs of these students being poorly identified (Burger-Veltmeijer et al., 2018).
Educational needs of doubly exceptional students
Twice-exceptional students benefit from a learning environment that is both cognitively challenging and socially and emotionally safe. Customized learning is essential: differentiation in pace, content, and guidance must be tailored to the student's unique profile. Focusing solely on autism or giftedness often leads to frustration, fear of failure, or feelings of depression.