Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Academically Gifted | 1 |
| Autism | 1 |
| Barriers | 1 |
| Children | 1 |
| Elementary School Students | 1 |
| Grade 5 | 1 |
| Inclusion | 1 |
| Intelligence Tests | 1 |
| Pervasive Developmental… | 1 |
| Special Education | 1 |
| Student Needs | 1 |
| More ▼ | |
Author
| Lo, C. Owen | 1 |
| Tsai, Kuei-Fang | 1 |
| Wu, I-Chen | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 5 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkWu, I-Chen; Lo, C. Owen; Tsai, Kuei-Fang – Journal for the Education of the Gifted, 2019
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…
Descriptors: Academically Gifted, Autism, Pervasive Developmental Disorders, Grade 5
