Reference

Educational Bias Against High-Functioning Students With Autism

Filipe, M. G., Frota, S., & Vicente, S. G. (2018). Executive functions and prosodic abilities in children with high-functioning autism. Frontiers in Psychology, 9, Article 359. https://doi.org/10.3389/fpsyg.2018.00359

Siegle, D., McCoach, D. B., & Gubbins, E. J. (2023). Teachers’ beliefs about giftedness among twice-exceptional learners. Gifted Child Quarterly, 67(1), 3–17. https://doi.org/10.1177/00169862221125145

Xie, G.-H. (2020). What is ‘high-functioning’ in high-functioning autism? Asian Journal of Interdisciplinary Research, 3(4), 14–21. https://doi.org/10.34256/ajir2042

Zhao, X., & Li, W. (2023). The underrepresentation of twice-exceptional students in gifted programs: A qualitative exploration. Journal for the Education of the Gifted, 46(1), 29–50. https://doi.org/10.1177/01623532231158952

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