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5.4.2 Pedro: A Twice-Exceptional Student
This case study focuses on Pedro, a boy with giftedness and mild autism. Often students with giftedness and autism have their disabilities emphasized more than their abilities and talents. Up until age nine, Pedro did not have his giftedness recognized at school and began to suffer from a lack of challenges, boring classes, and bullying. His school staff said that he was often nervous and impatient in class, was annoyed by noise, and usually left class to go to the library. Solutions suggested were curriculum compacting, enrichment, and individual projects.
Author(s):
Renata Maia-Pinto
renata.6178@gmail.com
Pontifícia Universidade Católica de Campinas - PUCCamp
Brazil
Doctor in Human Development at the University of Brasília and graduated in Pedagogy. At the University of Brasília, Ceftru / UnB I’ve leaded the Field Survey on School Transport by Boat in the Amazon. Specialized in gifted education, I was a technical advisor to the Ministry of Education, implementing and coordinating the Gifted Centers-NAAH /S in the 27 Brazilians’ states. Actually I am a Consultant on giftedness and work with the Municipal Secretary of Education of Campinas to train teachers on giftedness and is a postdoctoral at the Pontifical Catholic University of Campinas.