Brief Report: Classifying Rates of Students with Autism and Intellectual Disability in North Carolina: Roles of Race and Economic Disadvantage.

Journal Article (Journal Article)

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.

Full Text

Duke Authors

Cited Authors

  • Howard, J; Copeland, JN; Gifford, EJ; Lawson, J; Bai, Y; Heilbron, N; Maslow, G

Published Date

  • January 2021

Published In

Volume / Issue

  • 51 / 1

Start / End Page

  • 307 - 314

PubMed ID

  • 32405902

Electronic International Standard Serial Number (EISSN)

  • 1573-3432

Digital Object Identifier (DOI)

  • 10.1007/s10803-020-04527-y


  • eng

Conference Location

  • United States