Centering Disadvantaged, Minoritized Families in Autism Education Evaluations

ABSTRACT In this Reflection from the Field, I introduce the term diagnostic spectrum to characterize different practices by which school psychologists and independent psychiatrists ‘diagnose’ autism in special education. In New York City, I argue that departments of education entrench these differences, which challenges disadvantaged families needing services. I analyze clinical experiences through anthropological scholarship to recommend reforms to center family voices.