Autism, ADHD, and Giftedness among Students

Another brilliant diagram that caught my attention today is a Venn diagram created by Katy Higgins Lee, a psychotherapist and counselor. Depicting the characteristics of three overlapping conditions, autism, giftedness, and attention deficit hyperactivity disorder, the diagram should be relevant to anyone interested in general psychology, not merely that of students. Still, I would like to discuss it in relation to my students, most of whom are Engineering and Architecture majors, and a substantial portion of whom show signs of giftedness. While few of these students appear autistic or hyperactive, some do require special accommodations for ADHD, such as a quiet environment for writing, along with extra time on exams; we regularly receive communications from the university administration regarding these special cases.

To begin with autistic traits, yes some students indicate that they prefer to work alone, not in teams as required for the Technical English project, but that does not necessarily mean they are autistic! Additionally, some show a need for very explicit instructions (“order… and clear expectations”); if something is not written on the course website, they think it does not matter although I may repeat it verbally in class. For a more inclusive course, it is better if the teacher spells out all expectations in writing. Additionally, many students show preference for interconnection through interests, so I encourage the entire class to socialize on a special forum early in the semester. That way, individuals may choose their team members, rather than feeling forced into a team for the sake of the course project. One other common trait is hypersensitivity at one extreme or lowered sensory awareness, as in not picking up on nonverbal cues from the teacher, for example to be quiet or to stop a side-conversation.

Concerning ADHD, many students are easily bored, but that does not necessarily mean they suffer from a disorder. Those that fidget, cannot stop moving or talking, and show little impulse control are more likely to be afflicted. Their memories are affected due to inattention, requiring repetition and clearly written detailed instructions and feedback. On the other hand, these same pupils display heightened enthusiasm regarding topics of interest; with obvious surges of energy, they can occasionally be more productive than the calmer students. Fortunately, a substantial proportion of my Engineering and Architecture students show signs of giftedness. They understand new concepts and processes quickly, are fast to notice details, and value precision. They can think outside the box, as in creative problem-solving, and while fascinated with theory, they learn to appreciate the need for practical, down-to-earth ideas (“existential issues”). They expect constant intellectual stimulation though some simultaneously complain that the course is too busy.

As Higgins Lee rightly warns, the overlapping areas are NOT listing traits that are restricted to multiply neurodivergent individuals. Matters are more complicated, yet the diagram is simple and educational. I hope you find it useful!