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 |
| 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 |
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