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Risk Ratios Matter! Addressing Overidentification of Autism in Asian American Students





Students identified with disabilities have lower academic outcomes, decreased interaction with peers who do not have disabilities, and decreased postsecondary outcomes compared with peers who do not have disabilities. Educators must constantly work to ensure that identification of disability conditions is accurate and free from racial and cultural bias. Federal and state policies mandate that identification of a disability is not due to racial or cultural differences. Identifying racial or cultural differences as disability conditions has negative repercussions for both the student and the local education agency. In December of 2016, Title 34, Section 300.646, of the U.S. Code of Federal Regulations ordered states and local education agencies (LEAs) to collect and examine data in disability identification by race and ethnicity. This initiative was aimed at preventing racial discrimination in special education referrals. The regulations acknowledged that overidentification can lead to special education services for students when these services are not actually needed. This course explores a trend which may have been unexpected but accounts for the largest category of overidentification of a specific disability condition by race/ethnicity in Texas. This category is the overidentification in Asian American students with autism, a disability condition which the Individuals with Disabilities Education Act defines as significantly affecting verbal communication, nonverbal communication, and social interaction.  Overidentification of autism in Asian American students is a concerning trend which can be reversed with the use of evidence-based practices in the evaluation of culturally and linguistically diverse students.

As a result of this session, participants will

1. Identify what the research says about overidentification of disability conditions in specific racial and ethnic categories.

2. Identify effective methods for reducing disproportionality.

3. Design informal evaluation measures including parent interviews and dynamic assessments.

Financial Disclosures: Beth Darbe, Ed.D., CCC-SLP is an employee of Region 4 Education Service Center

Non-Financial Disclosures: None

This is an intermediate course, and participants will earn 0.3 ASHA CEUs. 



Important Session Information:





T-TESS/T-PESS:
Dimension 4.3: Professional Development; Domain 1 – Strong School Leadership and Planning

Registration ends at 12:00 AM on Thursday, November 14, 2024
Session ID:
1830267
Credits Available:
(0.3) ASHA CEU
(3) Clock Hours
(3) CPE
(3) NASP
Contact Person:
April Thomas
Registration Fee:
$35.00
Instructor(s):
Beth Darbe, Region 4 ESC
Audience:
Administrator, Educational Diagnosticians, Licensed Specialists in School Psychology, Special Education Teachers, Speech Language Pathologists
Date Time Location
11/14/2024 8:30 AM - 11:45 AM Log-in information will be emailed., Online Course
Date:
11/14/2024
Time:
8:30 AM - 11:45 AM
Location:
Log-in information will be emailed., Online Course


MAIN OFFICE
Region 4 Education Service Center
7145 West Tidwell Road Houston, Texas 77092-2096
713.462.7708 | PHONE
Region 4 is making improvements to the McKinney Conference Center and will invite guests to experience the difference in August of 2024
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MAIN OFFICE
Region 4 Education Service Center
7145 West Tidwell Road Houston, Texas 77092-2096                                                        
713.462.7708 | PHONE

Region 4 is making improvements to the McKinney Conference Center and will invite guests to experience the difference in August of 2024

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