A Reflective Conversation with Terry Friedrichs on Teaching Academics to Gifted Students with Asperger Syndrome

Autor/inn/en	Friedrichs, Terence Paul; Shaughnessy, Michael F.
Titel	A Reflective Conversation with Terry Friedrichs on Teaching Academics to Gifted Students with Asperger Syndrome
Quelle	In: Gifted Education International, 31 (2015) 1, S.41-53 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429413486861
Schlagwörter	Gifted Disabled; Academically Gifted; Asperger Syndrome; Student Characteristics; Personality Traits; Teaching Experience; Exceptional Child Research; Vocational Interests; Educational Change; Educational Development; Educational Practices; Student Behavior; Behavior Problems; Separation Anxiety; Student Interests; Peer Acceptance; Peer Relationship; Learning Problems; Homework; Testing Accommodations; Educational Experience + Suchen Sie Ihr Suchwort? Asperger-Syndrom; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Berufsinteresse; Bildungsreform; Bildungsentwicklung; Bildungspraxis; Student behaviour; Schülerverhalten; Trennungsangst; Studieninteresse; Peer-Beziehungen; Lernproblem; Hausaufgabe; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Bildungserfahrung
Abstract	In this reflective interview with Terry Friedrichs--a hands-on academic-learning specialist and researcher with gifted students with Asperger Syndrome--he defines these pupils, describes their "straightforward" and confusing traits, and recounts his initial and later instructional experiences with them over several decades. The piece proceeds to explain, for educators and parents, specific scholastic assets and challenges that high-potential young people with Asperger Syndrome may present within their hallmark definitional categories of social development, restrictive interests, and communication skills. The article also describes other frequently seen challenges for, and strengths of, these students in sensory and cognitive functioning. The interview closes with overall considerations for the contemporary schooling of these twice-exceptional pupils, and with the author's views on future educational possibilities for them. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01