How can we better support female students with Autism Spectrum Disorder

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Issue Date
2022
Authors
Pohlod, Layna
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Abstract
The male to female ratio of all those diagnosed with autism spectrum disorder (ASD) is four to one. This study aims to examine why. Are female children are less likely to have ASD or are they simply less likely to be diagnosed? Since ASD diagnosis is based on research conducted with male children, female children with ASD are being under-diagnosed or misdiagnosed. Female children with ASD demonstrate and utilize a strategy called camouflaging behaviour that masks their disability, causing them to go largely unnoticed when observed. This can result in two main negative consequences: they do not benefit from early intervention strategies and lack of identification and support can impact mental wellness, leading to social issues and mental health issues. Through semi-structured interviews, this study aims to understand what teachers know, do, and need to know about identifying and supporting female students with ASD academically and socially-emotionally. Through data analysis, it was found that educator knowledge surrounding the female phenotype of ASD is lacking. Education and awareness, with focus on early recognition and social emotional learning, need to be increased so early intervention and gendered supports can be offered as young as possible in order to properly support female students with ASD.
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