Educational Experiences of Profoundly Gifted Autistics: Inductive Qualitative Exploration of Affective Parental and Teen Narratives

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Abstract

Inductive exploratory qualitative analyses were conducted to investigate affective educational narratives from five North American parents of profoundly gifted Autistic (PGASD) children and two PGASD teens. The present study aims to understand affective parental and PGASD perceptions around educational experiences in order to create positive psychology approaches to support the needs of this community. Two predominant contexts for the parental perceptions of PGASD educational experiences emerged from our study - environmental and relational. Additionally, analyses were conducted on parental affective perceptions of PGASD identity. In general, the majority of the participants commented most on the environmental aspects that impacted their children’s experiences (52%) as compared to relational aspects (29%) and least on PGASD identity (19%). Teen and comparative data is in progress

Authors

• Gary Saunders, Quark Collaboration Institute Inc

• Lin Lim, Bridges Graduate School of Cognitive Diversity in Education