Howard Jill, Copeland J Nathan, Gifford Elizabeth J, Lawson Jennifer, Bai Yu, Heilbron Nicole, Maslow Gary
Duke University School of Medicine, Durham, NC, USA.
Duke University Sanford School of Public Policy, Durham, NC, USA.
J Autism Dev Disord. 2021 Jan;51(1):307-314. doi: 10.1007/s10803-020-04527-y.
We examined special education classifications among students aged 3-21 in North Carolina public schools, highlighting autism spectrum disorder (ASD) and intellectual disability (ID). Results revealed variability by county in ASD and ID prevalence, and in county-level ratios of ID vs. ASD classifications. Sociodemographic characteristics predicted proportion of ASD or ID within a county; correlations showed an association between race and ID, but not ASD. County's median household income predicted proportion of students classified as ASD and ID (opposite directions), controlling for number of students and gender. Variability was unlikely related to biological incidence, and more likely related to district/school practices, or differences in resources. Disparities warrant further examination to ensure that North Carolina's youth with disabilities access necessary, appropriate resources.
我们研究了北卡罗来纳州公立学校3至21岁学生的特殊教育分类情况，重点关注自闭症谱系障碍（ASD）和智力残疾（ID）。结果显示，各县在ASD和ID患病率以及ID与ASD分类的县级比率方面存在差异。社会人口统计学特征可预测一个县内ASD或ID的比例；相关性分析表明种族与ID之间存在关联，但与ASD无关。在控制学生人数和性别的情况下，县家庭收入中位数可预测被归类为ASD和ID的学生比例（方向相反）。这种差异不太可能与生物学发病率有关，而更可能与学区/学校的做法或资源差异有关。这些差异值得进一步研究，以确保北卡罗来纳州的残疾青年能够获得必要的、适当的资源。
