Navigating the Diverse Paths of Twice-Exceptional Autistic Teenagers

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By Dr. Gayle Bentley

The approaching end of the school year brings the milestone of high school graduation into focus for me, particularly as my twice-exceptional (2e) autistic son prepares for his senior year and his future. This personal experience serves as a reminder of the often complex landscape of 2e, where exceptional abilities and learning differences intertwine. To truly support these teenagers, we must adopt a nuanced perspective that recognizes both their unique strengths and the challenges in their developmental journeys.

The pathway of a 2e autistic teen is rarely a straight line. Their intellectual gifts might shine brightly in one area, while a specific learning difference creates significant hurdles in another. This asynchronous development is a key thing we must consider. It’s not enough to simply acknowledge their giftedness or only focus on their challenges. We need to see the whole picture, recognizing the interplay between these seemingly opposite aspects of their being.

One crucial element in understanding a 2e autistic teenager's path is considering their developmental timeline. It can be helpful to look back and consider the amount of time it has taken for a 2e student to master certain skills independently. Where have they been? What progress have they made? What skills have they mastered, and where are they still developing? This historical context provides invaluable insight into their capabilities and potential growth.

Furthermore, we must always keep the end goals of the student firmly in mind. What are their aspirations? What are they passionate about? What kind of future do they envision for themselves? These ambitions, however unconventional the path might be, should guide us in providing support and direction. The journey to independence, a cornerstone of adolescence, can look quite different for a 2e autistic teenager. Consider my family’s experience:

Because my 2e autistic son has taken two years at public high school to achieve full independence in schoolwork and after-school scheduling, a two-year community college seems a sensible next step. My son and I have collaboratively agreed that this path makes sense for him. Although he would love to move away from home sooner, he agrees that this plan would allow him to live at home, continue developing essential life skills—managing money, using free time, and driving—and adapt to college academics, all while benefiting from our state's transfer program to a public four-year university. This gradual transition increases his likelihood of success when he eventually moves away to major in Psychology at a larger public institution, albeit on a slightly different timeline.

This example illustrates the benefits of a collaborative, flexible, and individualized approach. As advocates for 2e individuals, we must champion this kind of thoughtful consideration. We must move beyond rigid expectations and embrace the diverse ways our 2e autistic teenagers can reach their full potential. This means:

• Understanding the asynchronous development: Recognizing that intellectual gifts and developmental delays can coexist and require tailored support.

• Honoring the individual timeline: Acknowledging that progress happens at different paces and celebrating milestones, no matter how seemingly small.

• Centering the student's goals: Keeping their aspirations at the forefront of our planning and support, even if the path is unconventional.

• Fostering self-advocacy: Empowering 2e autistic teens to understand their own strengths and challenges and to articulate their needs.

• Collaborating with families and educators: Creating a supportive network that understands the unique needs of the 2e autistic learner.

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Dr. Gayle Bentley holds a doctoral degree from Bridges Graduate School of Cognitive Diversity in Education. She has taught in the public schools since 1999 and currently serves as the Innovative Learning Coordinator at Community Roots Academy in Laguna Niguel, California. She is the founder of The Bentley Center, a place of resources and support for parents of gifted and twice-exceptional children. She is also the mother of three PG/2e sons. She serves on the board of Supporting Emotional Needs of the Gifted (SENG) and regularly presents at gifted and 2e conferences.