美国自闭症谱系障碍青少年特殊教育服务的差异

IF 1.4 4区 教育学 Q3 EDUCATION, SPECIAL Journal of Special Education Pub Date : 2022-05-13 DOI:10.1177/00224669221096428
Michelle Menezes, J. Pappagianopoulos, Melissa F. Robinson, Eleonora Sadikova, R. Cross, M. Mazurek
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引用次数: 0

摘要

目前的研究旨在利用来自美国青少年的大量全国代表性样本的父母报告数据,研究在接受医疗保健提供者诊断为自闭症谱系障碍(ASD)的学生的特殊教育服务方面的种族、民族和性别差异。二元logistic回归结果显示,女性ASD患者接受特殊教育的可能性显著低于男性;然而,种族和民族并不是学校自闭症服务的显著预测因素。这些结果表明,自闭症学生在教育支持方面的种族差异可能正在改善,但对性别对自闭症症状表现和学校功能影响的误解仍然存在。
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Disparities in Special Education Services for Youth With Autism Spectrum Disorder in the United States
The current study aimed to examine racial, ethnic, and gender disparities in the receipt of special education services for students with a diagnosis of autism spectrum disorder (ASD) from a healthcare provider utilizing parent-report data from a large, nationally representative sample of U.S. youth. Binary logistic regression results indicated that females with ASD were significantly less likely to receive special education than their male peers; however, race and ethnicity were not significant predictors of school-based autism services. These results suggest that racial/ethnic disparities in educational support for ASD students may be improving, yet misunderstandings of the impact of gender on autism symptom presentation and school functioning persist.
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来源期刊
Journal of Special Education
Journal of Special Education EDUCATION, SPECIAL-
CiteScore
4.30
自引率
0.00%
发文量
14
期刊介绍: The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.
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