Examining a Decade of Changes in Autism Identification and Inclusion by Race and Ethnicity in California Education System

Disparities exist in autism identification and service access in U.S. public schools. Over- or under-identification of autism may limit access to appropriate services. This study examined racial and ethnic differences in autism identification, general education inclusion, and service access in the California education system and examined trends in autism identification by race and ethnicity in special education from 2008 to 2018. Hispanic/Latino and Pacific Islander students were less likely to be identified with autism than other groups. Black autistic students were less likely to be included in general education settings. A narrowing gap in autism identification over the past decade between White and Hispanic/Latino students suggests some improvement in equitable identification practices, although continued disparities exist.