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Gifted Minds, Unique Needs: Voices of Iranian Parents with Gifted Students on the Autism Spectrum

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Title: Gifted Minds, Unique Needs: Voices of Iranian Parents with Gifted Students on the Autism Spectrum
Language: English
Authors: Khodabakhsh Heidari, Alireza Mohseni (ORCID 0000-0002-1957-1706)
Source: Gifted Child Quarterly. 2026 70(3):296-311.
Availability: 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: https://sagepub.com
Peer Reviewed: N
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Academically Gifted, Students with Disabilities, Autism Spectrum Disorders, Parent Attitudes, Child Rearing, Individual Characteristics, Emotional Response, Twice Exceptional, Children, Experience, Adjustment (to Environment)
Geographic Terms: Iran
Assessment and Survey Identifiers: Wechsler Intelligence Scale for Children, Wechsler Preschool and Primary Scale of Intelligence, Raven Progressive Matrices, Draw a Person Test, Goodenough Harris Drawing Test, Leiter International Performance Scale
DOI: 10.1177/00169862261425208
ISSN: 0016-9862
1934-9041
Abstract: This study examined how Iranian parents experience and interpret the dual identification of giftedness and autism spectrum disorder (ASD). Using interpretative phenomenological analysis (IPA), we conducted in-depth semi-structured interviews with 11 parents who met the study criteria. Four major themes emerged--"a new chapter": the collision of giftedness and diagnosis; "parenting against the grain": new roles in unfamiliar terrain; "the unique child": between misunderstood strengths and daily struggles; and "parental emotion": from grief to reorientation. Parents initially emphasized institutional inadequacy, cultural dissonance, and chronic fatigue, yet over time they described developing adaptive strategies--acquiring new skills, cultivating peer support networks, and redefining success in terms of well-being and autonomy. These findings highlight the urgent need for culturally responsive diagnostic practices, inclusive educational models, and systemic supports that acknowledge the complexities of twice-exceptionality in the Iranian context, thereby extending global conversations on equity in gifted education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508435
Database: ERIC
FullText Text:
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  Data: Gifted Minds, Unique Needs: Voices of Iranian Parents with Gifted Students on the Autism Spectrum
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Khodabakhsh+Heidari%22">Khodabakhsh Heidari</searchLink><br /><searchLink fieldCode="AR" term="%22Alireza+Mohseni%22">Alireza Mohseni</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1957-1706">0000-0002-1957-1706</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Gifted+Child+Quarterly%22"><i>Gifted Child Quarterly</i></searchLink>. 2026 70(3):296-311.
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  Data: 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: https://sagepub.com
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  Data: N
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  Data: 16
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Rearing%22">Child Rearing</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Twice+Exceptional%22">Twice Exceptional</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Wechsler+Intelligence+Scale+for+Children%22">Wechsler Intelligence Scale for Children</searchLink><br /><searchLink fieldCode="SU" term="%22Wechsler+Preschool+and+Primary+Scale+of+Intelligence%22">Wechsler Preschool and Primary Scale of Intelligence</searchLink><br /><searchLink fieldCode="SU" term="%22Raven+Progressive+Matrices%22">Raven Progressive Matrices</searchLink><br /><searchLink fieldCode="SU" term="%22Draw+a+Person+Test%22">Draw a Person Test</searchLink><br /><searchLink fieldCode="SU" term="%22Goodenough+Harris+Drawing+Test%22">Goodenough Harris Drawing Test</searchLink><br /><searchLink fieldCode="SU" term="%22Leiter+International+Performance+Scale%22">Leiter International Performance Scale</searchLink>
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  Data: 10.1177/00169862261425208
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  Data: 0016-9862<br />1934-9041
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined how Iranian parents experience and interpret the dual identification of giftedness and autism spectrum disorder (ASD). Using interpretative phenomenological analysis (IPA), we conducted in-depth semi-structured interviews with 11 parents who met the study criteria. Four major themes emerged--"a new chapter": the collision of giftedness and diagnosis; "parenting against the grain": new roles in unfamiliar terrain; "the unique child": between misunderstood strengths and daily struggles; and "parental emotion": from grief to reorientation. Parents initially emphasized institutional inadequacy, cultural dissonance, and chronic fatigue, yet over time they described developing adaptive strategies--acquiring new skills, cultivating peer support networks, and redefining success in terms of well-being and autonomy. These findings highlight the urgent need for culturally responsive diagnostic practices, inclusive educational models, and systemic supports that acknowledge the complexities of twice-exceptionality in the Iranian context, thereby extending global conversations on equity in gifted education.
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1508435
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508435
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        Value: 10.1177/00169862261425208
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      – Text: English
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        PageCount: 16
        StartPage: 296
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Child Rearing
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      – SubjectFull: Individual Characteristics
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      – SubjectFull: Twice Exceptional
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      – SubjectFull: Children
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      – SubjectFull: Iran
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      – SubjectFull: Wechsler Intelligence Scale for Children
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      – SubjectFull: Raven Progressive Matrices
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      – SubjectFull: Draw a Person Test
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      – SubjectFull: Goodenough Harris Drawing Test
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      – SubjectFull: Leiter International Performance Scale
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    Titles:
      – TitleFull: Gifted Minds, Unique Needs: Voices of Iranian Parents with Gifted Students on the Autism Spectrum
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              Y: 2026
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              Value: 1934-9041
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