Abstract
This study examines racial and ethnic disparities in autism prevalence using data from three National Longitudinal Transition Studies (NLTS) spanning two decades. This inquiry intends to explore: (1) changes in the educational labels assigned to students with a medical diagnosis of autism over time and (2) the disparities in these changes across different racial and ethnic groups. A secondary data analysis of the NLTS was conducted using the SPSS Complex Samples module. We focused on percentage distribution over time utilizing longitudinal data from the NLTS surveys. The results reveal that students diagnosed with autism are often classified under various other special education categories. There are significant disparities observed in these autism categorizations, with variations in autism prevalence across different racial and ethnic groups. These disparities notably intersect with other special education categories including other health impairments, intellectual disabilities, speech and language impairment, and emotional disability. The study suggests that racial disproportionality in the special education autism category could stem from the mechanisms of special education disability designation, which may lead to an inaccurate representation of true autism prevalence.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callSimilar Papers
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
