Abstract
Gifted students with Asperger syndrome (AS) frequently exhibit behaviors that puzzle and challenge teachers and other professionals. They display many of the behaviors typically associated with AS and therefore receive educational interventions designed to address their deficit areas. Often lacking is strength-based programming—that is, educational planning with systematic attention to students' learning strengths, interests, gifts, and talents. If their strengths are not addressed, these students are at social, emotional, and academic risk. Gifted students with AS require dually differentiated instruction, including interventions that foster interests and strengths while providing strategies to compensate for areas of weakness. This article offers suggestions and resources for developing strength-based programming for gifted students with Asperger syndrome.