AIG 411
Qualifying for Academically and Intellectually Gifted (AIG) services can be a time consuming process, and for students who receive other services, they may be overlooked for AIG.
Asperger’s Syndrome (AS) is a pervasive developmental disorder characterized by deficits in social communication and by repetitive patterns of behaviors, or interests. There are many students that fall on the spectrum of Autism, as well as those with Learning Disabilities (LD), that can also be identified as Academically and Intellectually Gifted (AIG).
These students sometimes do not have the opportunity to be in the gifted program due to the challenges in behaviors and accommodations that they face on a daily basis. These behaviors may be wrongly attributed to either their giftedness or a learning disability.
The goal of this handbook is to help you, the parent or school personnel, in distinguishing between the behaviors that students with Asperger’s Syndrome posses that might cause them to miss being classified as gifted and to offer guidelines to differentiate characteristics of the gifted from the characteristics of Asperger’s Syndrome.
As parents and school personnel, you may have some questions and concerns. For example:
· What are the characteristics of a student with Asperger’s Syndrome and what are the characteristics of a students that is Academically and Intellectually Gifted?
· How will the school, the teacher, and the student’s case worker ensure the child’s needs are being met daily?
· What laws and policies are in place to make certain the child’s intellectual needs and social/emotional needs are being met?
This handbook serves to answer these questions and many more that you may have as you begin to learn more about your student’s needs and placement in the AIG setting.
Asperger’s Syndrome (AS) is a pervasive developmental disorder characterized by deficits in social communication and by repetitive patterns of behaviors, or interests. There are many students that fall on the spectrum of Autism, as well as those with Learning Disabilities (LD), that can also be identified as Academically and Intellectually Gifted (AIG).
These students sometimes do not have the opportunity to be in the gifted program due to the challenges in behaviors and accommodations that they face on a daily basis. These behaviors may be wrongly attributed to either their giftedness or a learning disability.
The goal of this handbook is to help you, the parent or school personnel, in distinguishing between the behaviors that students with Asperger’s Syndrome posses that might cause them to miss being classified as gifted and to offer guidelines to differentiate characteristics of the gifted from the characteristics of Asperger’s Syndrome.
As parents and school personnel, you may have some questions and concerns. For example:
· What are the characteristics of a student with Asperger’s Syndrome and what are the characteristics of a students that is Academically and Intellectually Gifted?
· How will the school, the teacher, and the student’s case worker ensure the child’s needs are being met daily?
· What laws and policies are in place to make certain the child’s intellectual needs and social/emotional needs are being met?
This handbook serves to answer these questions and many more that you may have as you begin to learn more about your student’s needs and placement in the AIG setting.