Prevalence and Disproportionality of Autism Spectrum Disorders among English Language Learners in Minnesota
Author(s):
Estrem, Theresa L.; Zhang, Shiju
Format:
Journal article
Citation:
Multiple Voices For Ethnically Diverse Exceptional Learners, Volume 12, Issue 2 (2010). pp. 20-May.
Language:
English
Abstract:
The focus of research on disproportionality to date has been culturally and linguistically diverse (CLD) students with emotional/behavioral and learning disabilities and mental retardation. There is a dearth of research on the representation of CLD learners with autism spectrum disorders (ASD). Using data from the Minnesota Department of Education, we explored trends in prevalence rates of children who received autism special education services between 2001 and 2008, with a focus on students whose home language was not English. We found a dramatic increase over the past decade in prevalence rates of all students with autism, including English, Spanish, Somali, and Hmong speakers. Disproportionate representation was evident among students whose primary language was not English, and there were distinct differences among the various home language groups and the ages at which they first received autism services. We discuss the complex interactions between ethnicity, poverty, immigrant status, and historical-cultural issues as factors in the disproportionate representation of CLD learners. (Contains 4 tables, 1 figure, and 3 notes.)