Exploring Student Experiences and Improving Outcomes for Black Children with Autism: Part IV
By Asha Amore Brown and Diallo Telli BrownThis is the final installment in a series of commentaries that lays the foundation for understanding the challenges and systemic inequities that Black students with autism face in K-12 education and delves into specific recommendations and actionable steps for educators, policymakers, and families to address these disparities.
Autism Spectrum Disorder (ASD) is a developmental disorder that affects how individuals communicate, behave, and interact with the world. Black students face systemic barriers that delay diagnosis and intervention. These barriers include implicit biases held by educators and healthcare providers, inequitable access to healthcare and educational resources, and a lack of cultural competence in diagnosing autism within diverse populations.
The series began with an introduction and a look at preparing teachers to work with Black students with autism, followed by analysis of cultural competence among educators and staff and the importance of family engagement and collaboration. In this, Part IV of the series and the final piece, we look at funding and policy.
Equity-Based Funding and Policy Changes in K–12 Education
Achieving equity in autism diagnosis and support for Black students requires systemic change, particularly in how funding and policies are designed and implemented. This final article in our series focuses on advocating for equity-based funding and policy changes in K-12 education. These measures aim to dismantle systemic barriers, ensure fair resource distribution, and create an environment where all students can thrive.
Equity-based funding ensures that resources are distributed based on the specific needs of schools and their student populations. Schools in low-income communities, which often serve a higher proportion of Black students, are typically underfunded compared to schools in wealthier areas. This lack of funding directly impacts their ability to provide autism-related services, such as early screenings, special education staff, and culturally relevant interventions.
Research has shown that funding disparities contribute to the achievement gap in special education. Without adequate resources, schools cannot hire specialized staff, train educators, or provide the individualized supports that students with autism need to succeed.
The Current State of Funding Disparities
Across the United States, significant disparities exist in how schools are funded. Funding formulas often rely heavily on local property taxes, leading to a vast inequity between districts. For example, in 2020, a study by the Education Trust found that districts serving the highest concentrations of students of color received about $1,800 less per student annually than districts serving predominantly white students.
This inequitable system means that students in underfunded districts face greater challenges, including larger class sizes, fewer specialized educators, and outdated materials.
These barriers disproportionately affect Black students with autism, who are already less likely to receive timely diagnoses and appropriate interventions.
Recommendation 1: Advocate for Policy Reforms in Funding Formulas
One of the most effective ways to address funding disparities is to reform state and federal funding formulas. Although the current political climate makes this difficult, especially at the federal level, policymakers must prioritize equity by ensuring that districts serving higher-need populations receive additional resources. Key actions include:
- Revising Funding Formulas: State governments should adopt funding formulas that account for the socioeconomic status of a district’s population, the proportion of students requiring special education services, and other indicators of need.
- Incentivizing Equity: The federal government can incentivize states to adopt equity-based funding formulas by tying grant eligibility to funding reform.
- Expanding Title I Funding: Title I, which provides financial assistance to schools with high percentages of low-income students, should be expanded to include targeted provisions for special education services.
Grants can provide immediate support for underfunded districts to expand autism-related services. These funds can be used for:
- Hiring Specialized Staff: Grants can help schools recruit and retain autism specialists, speech therapists, occupational therapists, and behavioral analysts.
- Providing Professional Development: Funds can support ongoing training for educators on autism identification and culturally responsive practices.
- Purchasing Assistive Technology: Grants can cover the cost of devices and software that help students with autism communicate and learn.
Recommendation 3: Mandate Statewide Training Programs
To ensure consistency in autism support, states should mandate comprehensive training programs for educators. These programs should:
- Focus on early identification and intervention strategies.
- Address implicit biases that contribute to disparities in autism diagnosis.
- Include modules on working with diverse populations, emphasizing culturally relevant practices.
Recommendation 4: Strengthen Accountability Measures
Policy changes must be accompanied by accountability measures to ensure that funding and resources are used effectively. Schools and districts should be required to:
- Report on Autism Services: Districts should publish annual reports detailing the availability and quality of autism-related services, disaggregated by race and income level.
- Monitor Student Outcomes: States should track the academic and social outcomes of students with autism to identify gaps and areas for improvement.
- Engage Families and Communities: Accountability systems should include mechanisms for family and community input, ensuring that policies reflect the needs of those they serve.
Recommendation 5: Advocate for Federal and State Policy Changes
Advocacy efforts should extend beyond funding reform to address broader policy issues. Key areas of focus include:
- Inclusion Policies: Ensure that state and federal policies promote inclusive practices, such as co-teaching models and universal design for learning (UDL).
- Discipline Reform: Address disparities in disciplinary actions by implementing restorative practices and reducing reliance on suspensions and expulsions.
- Research and Data Collection: Invest in research to better understand the unique needs of Black students with autism and develop evidence-based interventions.
A Call to Action
Equity-based funding and policy changes are essential to addressing the disparities in autism diagnosis and support for Black students. By reallocating resources, securing grants, mandating training, and strengthening accountability measures, we can create a more inclusive and equitable educational system.
Policymakers, educators, and community members must work together to advocate for these changes. Achieving equity requires commitment, collaboration, and a shared vision for a better future.
The time to act is now. Together, we can ensure that every student — regardless of race, income, or ability — has the opportunity to thrive. Asha Amore Brown is a student at Northeastern Illinois University studying Sociology with plans to study Speech and Language Pathology in graduate school. Her father and co-author is Diallo Telli Brown, Ed.D., a public school administrator at Zion-Benton THSD 126 in Lake County. This series provides a comprehensive approach to addressing disparities in autism diagnosis and support for Black students in K-12 to college education settings. Look for additional articles in the series at iasb.com/Journal.
Exploring Student Experiences and Improving Outcomes for Black Children with Autism
Part I
Part II
Part III
Part IV