在种族和民族少数群体中自闭症不成比例,以及学校的女学生
Parker S Beckman1, Maryellen Brunson McClain1, Bryn Harris2
1Indiana University Bloomington, USA.
Autism : the international journal of research and practice
|November 16, 2024
概括
自闭症女孩和种族/少数民族学生在学校面临的身份差异. 虽然取得了一些进展,但女孩仍未被确定,拉丁裔学生的进步最小,受学校地区的影响.
科学领域:
- 特殊教育 特殊教育
- 发展心理学 发展心理学
- 教育公平教育公平教育公平
背景情况:
- 特殊教育服务对于自闭症学生的福祉和学术成功至关重要.
- 自闭症识别中的种族,种族和性别差异阻碍了公平获得必要支持.
- 有限的研究存在于学校系统内的自闭症识别不成比例.
研究的目的:
- 调查种族/种族少数群体和女学生之间的国家和州级自闭症识别差异.
- 分析这些识别差异的流行率,相对风险和预测因素.
- 为旨在减少学校自闭症识别差距的政策和实践提供信息.
主要方法:
- 利用美国教育部2019-2020学年的州级数据.
- 分析了不同人口群体 (性别,种族,种族) 的自闭症患病率和相对风险.
- 检查了系统级预测因素,包括学校地区,影响识别差异.
主要成果:
- 在学校环境中,与男孩相比,女孩在自闭症的确诊率明显低.
- 与以前的报告相比,少数民族学生的不成比例风险下降,拉丁裔学生的改善很小.
- 学校环境成为女孩和拉丁裔学生自闭症识别差异的重要预测因素.
结论:
- 在基于学校的自闭症识别中,仍然存在显著的性别和种族/民族差异.
- 自闭症女孩和特定的少数群体,如拉丁裔学生的低识别需要有针对性的干预.
- 学校地区影响识别,强调需要地理敏感的政策和在多样化的学生群体中增加从业人员对自闭症的教育.
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