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Auteur Jonas C. VENTIMIGLIA |
Documents disponibles écrits par cet auteur (1)
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Feeling intimidated and uncomfortable: Established and exacerbated educational inequities experienced by black parents of autistic children / Kaitlin H. KOFFER MILLER in Autism Research, 16-5 (May 2023)
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Titre : Feeling intimidated and uncomfortable: Established and exacerbated educational inequities experienced by black parents of autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlin H. KOFFER MILLER, Auteur ; Dylan S. COOPER, Auteur ; Jonas C. VENTIMIGLIA, Auteur ; Lindsay L. SHEA, Auteur Article en page(s) : p.1040-1051 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract There are clear racial disparities that impact the education system. To capture the educational experiences of family members of Black autistic children as compared to white autistic children in the United States (US), a mixed methods design was implemented and included semi-structured interviews with family members of children between the ages of 5-12 who participated in a survey. The survey responses were used as attribute data. Twenty-nine interviews were conducted with parents of school-age autistic children. Findings from this study highlight challenges experienced by parents including education service use and engagement during the COVID-19 pandemic, engaging with school personnel, and securing accommodations. The findings from this study illuminate the disparities experienced by Black parents of autistic children directly reported by the parents themselves in comparison to white parents. The themes elucidated in this study have implications for policy, practice, and research to ensure equity in educational settings for Black autistic students and their families. En ligne : http://dx.doi.org/https://doi.org/10.1002/aur.2919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503
in Autism Research > 16-5 (May 2023) . - p.1040-1051[article] Feeling intimidated and uncomfortable: Established and exacerbated educational inequities experienced by black parents of autistic children [Texte imprimé et/ou numérique] / Kaitlin H. KOFFER MILLER, Auteur ; Dylan S. COOPER, Auteur ; Jonas C. VENTIMIGLIA, Auteur ; Lindsay L. SHEA, Auteur . - p.1040-1051.
Langues : Anglais (eng)
in Autism Research > 16-5 (May 2023) . - p.1040-1051
Index. décimale : PER Périodiques Résumé : Abstract There are clear racial disparities that impact the education system. To capture the educational experiences of family members of Black autistic children as compared to white autistic children in the United States (US), a mixed methods design was implemented and included semi-structured interviews with family members of children between the ages of 5-12 who participated in a survey. The survey responses were used as attribute data. Twenty-nine interviews were conducted with parents of school-age autistic children. Findings from this study highlight challenges experienced by parents including education service use and engagement during the COVID-19 pandemic, engaging with school personnel, and securing accommodations. The findings from this study illuminate the disparities experienced by Black parents of autistic children directly reported by the parents themselves in comparison to white parents. The themes elucidated in this study have implications for policy, practice, and research to ensure equity in educational settings for Black autistic students and their families. En ligne : http://dx.doi.org/https://doi.org/10.1002/aur.2919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503