A reflective conversation with Terry Friedrichs on teaching academics to gifted students with Asperger Syndrome

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.