
==== Front
J Res Med Sci
J Res Med Sci
JRMS
J Res Med Sci
Journal of Research in Medical Sciences : The Official Journal of Isfahan University of Medical Sciences
1735-1995
1735-7136
Wolters Kluwer - Medknow India

JRMS-29-30
10.4103/jrms.jrms_471_23
Letter to Editor
Inclusive education for all: Steps to ensure equal access to special education services for students with autism spectrum disorders
Saadatnia Mahsa
Karamimatin Behzad
Soltani Shahin
Research Center for Environmental Determinants of Health, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
Address for correspondence: Dr. Shahin Soltani, Research Center for Environmental Determinants of Health, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran. E-mail: shahin.soltani@kums.ac.ir
2024
11 7 2024
29 3019 7 2023
04 11 2023
27 12 2023
Copyright: © 2024 Journal of Research in Medical Sciences
2024
https://creativecommons.org/licenses/by-nc-sa/4.0/ This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.
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pmcDear Editor,

According to the Centers for Disease Control and Prevention, around 1 in 36 children has been diagnosed with autism spectrum disorder (ASD).[1] Children with ASD often have unique learning needs that require specialized education services. The aim of this letter is to highlight the importance of special education for autistic children and provide evidence-based recommendations to reduce inequality in using special education services (SES) among children with ASD.

SESs are designed to meet the unique needs of students with disabilities, including those with ASD. These services provide individualized instruction, support services, therapies, and accommodations to help students with ASD succeed educationally and socially. Research shows that special education interventions can have a positive impact on the academic, social, and emotional development of autistic children. A study by Odom et al.[2] indicated that specialized education programs for autistic children were associated with improved academic outcomes.

SES for autistic children can help them develop life skills that are essential for independent living as they grow older. This can include skills such as communication, self-care, and problem-solving. By providing early intervention and support, SES can have a positive impact on health behaviors and life skills for children with ASD.[3]

Special education programs for autistic children also provide opportunities for social interactions and skills development. Autistic children often struggle with social communication and interaction, and SES can provide a supportive environment to practice these skills.

Studies demonstrated that SES can differ by demographic characteristics and disability severity for children with ASD.[24] A study by Wei et al.[3] indicated that elementary-school students with ASD were more likely to receive adaptive physical education, special transportation, and specialized computer software or hardware, but less likely to receive mental health or social work services than their secondary-school counterparts.

Socioeconomic factors have been found to be a significant contributor to disparities in using special education among individuals with ASD. Studies indicate low-income and nonwhite children are less likely to receive early autism-specific interventions during critical developmental periods.[5] Apart from socioeconomic factors, healthcare-related factors can contribute to disparities in access to early intervention services as well. These include discrimination in interactions, clinical bias in diagnosis, insufficient health-care providers and physical resources, and geographical barriers.

Providing effective SES for autistic children in low-income countries can be challenging due to limited resources and infrastructure. However, the present study provides substantial evidence-based recommendations that can be implemented to improve the quality of care for children with ASD:

Improving awareness and understanding of autism among parents, teachers, and health-care providers is key to improving access to care

Developing culturally appropriate assessment tools that are sensitive to the local context can help to identify children with autism and determine their specific needs. This can be done through collaboration between local experts and international organizations

Providing training and support for teachers is essential to ensure that they have the knowledge and skills to work with autistic children. This can include training on evidence-based interventions, behavior management strategies, and communication techniques

Implementing evidence-based interventions, such as applied behavior analysis and picture exchange communication system

Establishing support networks for parents to reduce the stress and burden of caring for a child with autism. This can include support groups, parent training programs, and respite care services

Strengthening health-care infrastructure such as increasing the number of health-care providers and improving equitable access to health-care facilities

Collaboration and coordination between local stakeholders, international organizations, and governments.

Data availability

Data sharing is not applicable to this article as no datasets were generated or analyzed during the current study.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.
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REFERENCES

1. Centers for Disease Control and Prevention (CDC) Data and Statistics on Autism Spectrum Disorder 2023 Available from: https://www.cdc.gov/ncbddd/autism/data.html. [Last accessed on 2023 Jun 24]
2. Odom SL Hall LJ Morin KL Kraemer BR Hume KA McIntyre NS Educational interventions for children and youth with autism: A 40-year perspective J Autism Dev Disord 2021 51 4354 69 33866461
3. Wei X Wagner M Christiano ER Shattuck P Yu JW Special education services received by students with autism spectrum disorders from preschool through high school J Spec Educ 2014 48 167 79 25419002
4. McDonald CA Donnelly JP Feldman-Alguire AL Rodgers JD Lopata C Thomeer ML Special education service use by children with autism spectrum disorder J Autism Dev Disord 2019 49 2437 46 30945092
5. Aylward BS Gal-Szabo DE Taraman S Racial, ethnic, and sociodemographic disparities in diagnosis of children with autism spectrum disorder J Dev Behav Pediatr 2021 42 682 9 34510108
