Influences of Student Race/Ethnicity and Gender on Autism Special Education Classification Considerations

Autor/inn/en	Golson, Megan E.; Haverkamp, Cassity R.; McClain, Maryellen Brunson; Schwartz, Sarah E.; Ha, Jennifer; Harris, Bryn; Benallie, Kandice J.
Titel	Influences of Student Race/Ethnicity and Gender on Autism Special Education Classification Considerations
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 6, S.1423-1435 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Golson, Megan E.) ORCID (McClain, Maryellen Brunson) ORCID (Benallie, Kandice J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211050440
Schlagwörter	Autism Spectrum Disorders; Racial Differences; Ethnicity; Gender Differences; Special Education; Classification; Disability Identification; School Psychologists; Racism; Gender Bias; Cultural Awareness; Disproportionate Representation; Symptoms (Individual Disorders); Student Characteristics + Suchen Sie Ihr Suchwort? Autism; Autismus; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Special needs education; Sonderpädagogik; Sonderschulwesen; Classification system; Klassifikation; Klassifikationssystem; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rassismus; Geschlechterstereotyp; Cultural identity; Kulturelle Identität; Psychiatrische Symptomatik
Abstract	Although the prevalence of autism continues to rise, identification disparities across race/ethnicity and gender persist in schools. The under- and overidentification of specific populations receiving special education services under the classification of autism contribute to misappropriation or lack of intervention services for students. Practicing school psychologists (N = 229) reviewed one of eight vignettes depicting a student displaying possible autism symptoms that varied only by student race/ethnicity and gender. Afterward, they rated the likelihood that they would consider the classification of autism and their confidence in that likelihood rating. School psychologists were more likely to consider an autism classification for Asian female students than Latinx female students. Confidence in likelihood ratings was higher for Asian students than Black students. School psychologists endorsed specific attention to student problem behaviors with minimal notice of possible contributing cultural and linguistic factors. The results highlight that potential implicit biases and lack of cultural consideration play a role in the identification of autism in schools, which may contribute to the nationally documented race/ethnicity and gender identification disparities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01