Autism and intersectionality: Considerations for school‐based practitioners

Abstract

The purpose of this article is to explore the intersectionality of autism and sociocultural factors as well as discuss the complexities associated with appropriate assessment, diagnosis, and intervention. Based on a review of the literature, the authors present a brief history of the emergence of the term autism and highlight factors that have contributed to current concerns about failures to appropriately recognize autism within diverse populations. Referencing extant research as well as professional practice standards, this article examines aspects of autism and intersectionality, and explores some of the associated challenges related to assessment, diagnosis, and intervention. Further, the authors reflect on the critical importance of carefully considering all aspects of a child's identity when engaging in autism assessment and intervention within the school setting. School‐based practitioners are provided with guidance for addressing the needs of diverse populations of students with autism.

How much does parental involvement matter when autism spectrum disorder (ASD) children use artificial intelligence (AI) in the learning process?

“…Children who have autism must live with it for the rest of their life. Nevertheless, there are therapeutic approaches that can assist improve the quality of life for those with autism such as special education (Sassu & Volkmar, 2023), speech and language therapy (Christopoulou et al, 2022), occupational therapy (Domínguez-Lucio et al, 2022), sensory stimulation therapy (Fernández-Lechuga et al, 2021), and also medicines (Hofer et al, 2019).…”