Autism disproportionality in racially and ethnically minoritized and girl students in schools.

IF 5.2 2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Autism Pub Date : 2024-11-16 DOI:10.1177/13623613241293046

Parker S Beckman, Maryellen Brunson McClain, Bryn Harris, Alexa Brownell, Britany M Beauchesne, Gwendolyn Davis, Jac'lyn Bera, Rabbiya Shahid

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引用次数: 0

Abstract

Lay abstract: Special education services are important for helping autistic students succeed, but many racially and ethnically minoritized and girl students face difficulties in getting support because they are not identified appropriately in schools. This study looks at the identification of autism in racially and ethnically minoritized and girl students across schools in the United States during the 2019-2020 school year. We found that girls are less likely to be identified compared to boys, which means they might not get the help they need. The gap between racially and ethnically minoritized students and White students in autism identification has improved slightly, but Latinx students still face challenges. We also found that where students live (their locale) affects their chances of being identified, especially for girls and Latinx students. These findings show that there are disparities in school autism identification, and understanding them can help policymakers, educators, and communities make changes to ensure all autistic students get the support they need.

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自闭症在少数种族和族裔学生以及在校女生中的比例失调。

内容提要：特殊教育服务对于帮助自闭症学生取得成功非常重要，但许多少数种族和族裔学生及女生在获得支持方面面临困难，因为学校没有对他们进行适当的识别。本研究调查了2019-2020学年美国各学校对少数种族和族裔学生及女生自闭症的识别情况。我们发现，与男生相比，女生被识别的可能性较低，这意味着她们可能得不到所需的帮助。在自闭症识别方面，少数种族和族裔学生与白人学生之间的差距略有改善，但拉丁裔学生仍面临挑战。我们还发现，学生的居住地（他们的所在地）会影响他们被识别的机会，尤其是对女生和拉丁裔学生而言。这些研究结果表明，在学校自闭症鉴定方面存在着差异，了解这些差异有助于政策制定者、教育工作者和社区做出改变，以确保所有自闭症学生都能获得所需的支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Autism PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

9.80

自引率

11.50%

发文量

160

期刊介绍： Autism is a major, peer-reviewed, international journal, published 8 times a year, publishing research of direct and practical relevance to help improve the quality of life for individuals with autism or autism-related disorders. It is interdisciplinary in nature, focusing on research in many areas, including: intervention; diagnosis; training; education; translational issues related to neuroscience, medical and genetic issues of practical import; psychological processes; evaluation of particular therapies; quality of life; family needs; and epidemiological research. Autism provides a major international forum for peer-reviewed research of direct and practical relevance to improving the quality of life for individuals with autism or autism-related disorders. The journal''s success and popularity reflect the recent worldwide growth in the research and understanding of autistic spectrum disorders, and the consequent impact on the provision of treatment and care. Autism is interdisciplinary in nature, focusing on evaluative research in all areas, including: intervention, diagnosis, training, education, neuroscience, psychological processes, evaluation of particular therapies, quality of life issues, family issues and family services, medical and genetic issues, epidemiological research.