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We would like to introduce the Strengthening Part C to Part B Transition for Black and Latinx Students with Developmental Disabilities project, review the padlet that we have created for the project and describe how it can be used by Summit participants and other stakeholders.

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Family Resource Centers Network of California

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Removing Barriers to Opportunity: Eliminating Preschool Expulsions

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Removing Barriers to Opportunity: Eliminating Preschool Expulsions

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Removing Barriers to Opportunity: Eliminating Preschool Suspensions

By David Johns, White House Initiative on Educational Excellence on African Americans

I have said it before and it bears repeating: Learning starts at birth and the preparation for learning starts well before birth. The time period between childbirth until about age five is among the most critical of a child's life as it is when the foundation upon which all future learning and development is built. To ensure they develop the cognitive, social and emotional skills and experiences needed to be successful in school and in life, all children must have access to high-quality early care and education programs designed to reach that goal.

This is especially true for African American students, who, in spite of a legacy of accomplishment in the face of adversity, continue to confront significant barriers to academic achievement - barriers that are unrelated to ability to learn but rather are related to opportunity to learn. According to the U.S. Department of Education's Civil Rights Data Collection survey, African American male students received a disproportionate number of suspensions, detentions, and call-outs, at all levels.8 A recent Kids Count policy report published by the Casey Foundation similarly found that African American students face the highest barriers to opportunity in our society.

Opportunities to support African American students - and other scholars from poor, racial and ethnic minority communities - are available early in their lives. We need to take advantage of them. In addition, while we are focused on expanding access to high-quality early care and education programs and services, we must be equally vigilant about ensuring that we stop the practice of removing children from, or otherwise pushing them out of, the very spaces designed to ensure their success.

More than 8,000 public preschool students from across the country were suspended at least once, with Black children, and boys more specifically, representing a disproportionate number of those suspended. Black children account for only about one-fifth (18 percent) of all preschool students but nearly half of all preschool students who were suspended more than once. It is worth noting that boys of all races account for 54 percent of preschool students in the Kids Count report but represent more than 80 percent of those suspended more than once. While some may decide to debate the merits of suspending preschoolers altogether, the data regarding the impact of suspension on behavior and achievement is clear - it does not work to improve either. Call to Action: A Critical Need for Designing Alternatives to Suspension and Expulsion suggests that school districts are continuing to use out-of-school suspensions - even for minor disciplinary infractions - despite evidence that these suspensions tend to exacerbate problem behaviors and may, in fact, lead directly to academic problems.

Beginning at birth, all children deserve to feel safe, nurtured and supported in the spaces designed to ensure their cognitive, social and emotional development. We must work to end disciplinary practices that result in any child being removed from high-quality learning and development programs and services, temporarily or otherwise. The White House Initiative on Educational Excellence for African Americans supports efforts to eliminate preschool suspension and other practices that negatively impact the achievement and development of our youngest learners.

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Padlet Video Introduction Script

Can you tell us a bit about the purpose of your video?:  Of course.  We would like to introduce the Strengthening Part C to Part B Transition for Black and Latinx Students with Developmental Disabilities project, review the padlet that we have created for the project and describe how it can be used by Summit participants and other stakeholders.

Whom is the Padlet created for?: The padlet was created primarily for participants of five regional Strengthening Part C to Part B Transition Summits throughout the state of California, we anticipate that the padlet will be shared with Parent Leaders of Black and Latinx students ages 3-8 and professionals working with them, and other stakeholders such as policymakers and funders.

History of the project: In order to improve access to services for consumers and families, the California Department of Developmental Disabilities fosters leadership and policy development that is culturally and linguistically responsive to the beliefs, values, and choices of the diverse people in our state.  The Part C to Part B Workgroup for CA Kids provided recommendations for improving the transition from Early Start (Part C) to School District (Part B) in 2021.  The Family Resource Center Network of California applied for funding through DDS’s Service Access & Equity Grant Program to implement Strengthening Part C to Part B Transition for Black and Latinx Students with Developmental Disabilities as a workforce capacity grant.

What were the Regional Summits?  [RR1] [DS2] [DS3] These Summits brought together people with a passion for reducing service and access disparities among early childhood Black and Latino students with developmental disabilities and people with influence on the systems that serve these students, such as policy makers and funders.  The Summits were planned by five local Advisory Committees using the Leading by Convening framework.  Leading by Convening is a blueprint for authentic engagement focused on coalescing around issues.  The Advisory Committees planned Summits, presented information, provided networking opportunities, and collaborated on transition-related solutions to support students and families.   These Summits were presented byFamily Resource Centers in their Regional Centercatchment areas.  We had Early Start Family Resource Network for Inland Regional Center, Special Kids Connect for San Andreas Regional Center, Alpha Resource Center for Tri-Counties Regional Center, Family Resource Network for Valley Mountain Regional Center, and Westside Family Resource and Empowerment Center for Westside Regional Center.

How Will the Padlet Be Used?  An important element of the project is that the groups brought together by the Summits will continue to meet and work together.  The padlet serves as a virtual Toolkit to enable and enhance that work with resources allowing users to find information, research, videos, recordings and more.  The padlet is an online bulletin board of sorts, with categorized, easy to access and share resources.

Can we look at the padlet?  Absolutely! The padlet is going to be posted on the Family Resource Network of California’s website, where a webpage will be added for this project.  For now, we will open the padlet using the link and take a walk through it.  As you can see, we have put the resources into folders.  Let’s take a look:

•          The Research folder.  In this folder, we have vetted information about studies and projects around implicit bias.

•          The data folder gives us numbers and narrative on existing disparities among Black and Latinx students with developmental disabilities.

•          Then we look at guides that review what the Lanterman system is and how it serves individuals in California.  Lanterman services are provided once a child is 3 years of age.

•          Next, we have resources about the Department of Developmental Services.  As you can see, we’ve also added transition guides that address the process of leaving Early Start and moving on at age 3, including guides that specifically address preschool services.

•          Of course, we wanted to include a folder for the California Department of Education.

•          We have some more generalized, statewide resources on topics of concern to families of students in this age group,

•          We have included folders of videos and other social media resources for both Black and Latinx families

•          Information about the Leading by Convening process which was used to plan the Summits

•          Articles that may be of interest

•          Community-building opportunities for families

•          Study participation opportunities

•          Additional toolkits and padlets

•          Foundational documents that articulate the issues around outcome disparities

•          And finally, some recommended reading.

Thank you for taking the time to view this video and the padlet. We need all hands-on deck when addressing the issue transition for Black and Latinx children aged 3- 8years old.

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Research Participant Registry (RPR)

The MIND Institute conducts collaborative multidisciplinary research on neurodevelopmental disabilities, including Autism, Down syndrome, Fragile X syndrome, Attention-Deficit/Hyperactivity Disorder (ADHD), and Chromosome 22q11.2 deletion syndrome.

Our new Research Participant Registry (RPR) is designed to match potential participants with the MIND Institute's human research studies. Your participation in research plays a vital role in improving awareness, understanding, prevention, care, and treatment of neurodevelopmental disabilities.

Enrolling in the registry is the first step toward participating in our clinical research
Frequently Asked Questions and Privacy and HIPAA information

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The MIND Institute conducts collaborative multidisciplinary research on neurodevelopmental disabilities, including Autism, Down syndrome, Fragile X syndrome, Attention-Deficit/Hyperactivity Disorder (ADHD), and Chromosome 22q11.2 deletion syndrome. Our new Research Participant Registry (RPR) is designed to match potential participants with the MIND Institute's human research studies.

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Alpha Padlet:Refresh Summit Resources / Recursos de la  ¡Conferencia de Actualización!

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Alpha Padlet:Refresh Summit Resources / Recursos de la  ¡Conferencia de Actualización!

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Early Start Family Resource Network Summit Padlet

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Early Start Family Resource Network Summit Padlet

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CHALLENGING CONVERSATIONS ABOUT RACE & RACISM

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CHALLENGING CONVERSATIONS ABOUT RACE & RACISM

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50- Public Benefits for People with Disabilities Spanish (1) (1)

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Understanding and Accepting the Diagnosis

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Understanding and Accepting the Diagnosis

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Module 1: Understanding and Accepting the Diagnosis

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Módulo 1: Entendiendo y aceptando el diagnostico

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Módulo 1: Entendiendo y aceptando el diagnostico

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Módulo 1: Entendiendo y aceptando el diagnostico

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What is a Special Education Local Plan Area (SELPA) and who is mine?

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What is a Special Education Local Plan Area (SELPA) and who is mine?

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California Special Education Local Plan Areas - Administration & Support (CA Dept of Education)

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Service area covered by a special education local plan and the governance structure created under any of the planning options of Section 56205, 56206, 56208, 56211, 56213, 56241, 56243, 56244, & 56245 of the Education Code.

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Equity Focused Family Engagement Toolkit

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Equity Focused Family Engagement Toolkit

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Preschool Through Third Grade Equity Alignment

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Preschool Through Third Grade Equity Alignment

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The California Department of Education (CDE) is committed to interrupting and counteracting inequities, racism, and bias and also closing opportunity gaps to ensure all children start school ready to succeed and all schools are ready to support every child's success. To help achieve this goal, CDE seeks to elevate the role of high-quality, inclusive and multilingual preschool, strong early intervention services, and P-3 alignment in ensuring the future of California's children.

The CDE is committed to using equity, inclusion, and quality standards that support effective learning experiences as guiding principles for data-driven decision-making about key P-3 strategies to meaningfully impact systems, programs, schools, and policies across the state. Specifically, the CDE's P-3 Alignment effort is designed to bring together stakeholders across systems to identify, develop, and implement policy and practice solutions focused on ensuring developmentally-informed, rigorous, and joyful learning experiences are available to all children across the preschool and early elementary years. The resources on this page reflect areas of focus to achieve these goals.

June 3, 2021 - Building Back Better: Using P-3 Strategies that Support the Whole Child (Video; 1:30:19)

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Preschool through Third Grade (P-3) Alignment

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The California Department of Education (CDE) is committed to interrupting and counteracting inequities, racism, and bias and also closing opportunity gaps to ensure all children start school ready to succeed and all schools are ready to support every child's success.

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WestEd Leading by Convening Resource Page

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WestEd Leading by Convening Resource Page

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Leading By Convening – National Center for Systemic Improvement

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Office of Special Education Programs (OSEP) Leading by Convening: Ideas that Work Page

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Office of Special Education Programs (OSEP) Leading by Convening: Ideas that Work Page

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Sustainable change depends on having people with the problem internalize the change. Heifetz and Linsky, 2002

For 15 years, the IDEA Partnership has been continuously learning how stakeholders can join with decision makers to achieve what has not been accomplished through other strategies. The Leading by Convening Blueprint presents lessons learned, particularly focusing on authentic engagement as the core commitment and convening as the leadership strategy that makes learning partnerships possible.

Contents
Download the Leading by Convening Blueprint Full PDF
In order to put the content of the blueprint into practice, below are a list of tools found within the Blueprint that can be used when meeting with partners and communities.

Coalescing Around Issues Tools

Ensuring Relevant Participation Tools

Doing the Work Together Tools

Bringing It All Together Tools

Meetings to Co-Create Tools

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Leading by Convening: A Blueprint for Authentic Engagement

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Sustainable change depends on having people with the problem internalize the change. Heifetz and Linsky, 2002 For 15 years, the IDEA Partnership has been continuously learning how stakeholders can join with decision makers to achieve what has not been accomplished through other strategies.

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Summary of Part C to Part B Transition (1) (1)

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Tabla resumen de la transición de la Parte B a la Parte 1.2

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Módulo 2: Entendiendo y buscando servicios

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Módulo 2: Entendiendo y buscando servicios

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Módulo 2: Entendiendo y buscando servicios

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Module 4: Teamwork with IEP/IPP Professionals

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Module 4: Teamwork with IEP/IPP Professionals

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Módulo 4: Trabajo en equipo con profesionales IEP/IPP

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Módulo 5: Practicas Basadas en la evidencia (EBP)

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Módulo 5: Practicas Basadas en la evidencia (EBP)

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Módulo 5: Practicas Basadas en la evidencia (EBP)

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Módulo 6: La discapacidad en nuestra cultura

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Módulo 6: La discapacidad en nuestra cultura

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Módulo 6: La discapacidad en nuestra cultura

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Módulo 7: La importancia de la comunicación con la familia y la comunidad

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Módulo 7: La importancia de la comunicación con la familia y la comunidad

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Módulo 7: La importancia de la comunicación con la familia y la comunidad

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El Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), establecido en el 2006, es uno de 67 centros universitarios federalmente designados (UCEDDs) en todo el país. Estos centros están autorizados por la Ley de Derechos y Asistencia a las Discapacidades del Desarrollo y financiados por la Administración en Discapacidades Intelectuales y del Desarrollo (AIDD por sus siglas en inglés), parte de la Administración en Vida en la Comunidad dentro de la Secretaria de Salud y Servicios Humanos de los Estados Unidos. CEDD aumenta los recursos para ampliar las actividades y el impacto del MIND Institute, sirviendo como un recurso en las áreas de educación, investigación y servicio; y proporcionan la unión entre la Universidad y la comunidad para mejorar la calidad de vida de las personas con discapacidades del desarrollo.

La misión del Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), es colaborar con personas con discapacidades del desarrollo y sus familias para mejorar la calidad de vida y la inclusión a la comunidad. El Centro cumple esta misión a través de abogacía, colaboración en la comunidad, entrenamiento interdisciplinario y la conversión de investigaciones en aplicaciones prácticas.

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El Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), establecido en el 2006, es uno de 67 centros universitarios federalmente designados (UCEDDs) en todo el país.

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Understanding and Accepting the Diagnosis (Autism)

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Understanding and Accepting the Diagnosis (Autism)

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Module 2: Understanding how to Access Evidence Based Services

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Module 3: Understanding the Role of the Regional Center

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Module 3: Understanding the Role of the Regional Center

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Module 3: The Role of the Regional Center and Creating Strong Family-Provider Partnerships

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Module 4, Overcoming Stigma and Creating Community

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Module 4, Overcoming Stigma and Creating Community

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Module 4: Overcoming Stigma and Creating Community Module

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The Autism in Black Podcast

The Autism in Black Podcast focuses on all things Autism and the Black Parent experience.

Our goal is to educate, support, and empower black parents to advocate not only for their children but themselves as well

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The Autism in Black Podcast focuses on all things Autism and the Black Parent experience. Our goal is to educate, support, and empower black parents to advocate not only for their children but themselves as well

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Young, Gifted & Black With Autism | LaChan Hannon | TEDxCooperRiverWomen

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Pursuing Equitable Outcomes: Exploring the Intersection of Race and Disability in K-12 Education Webinar Series

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View the Thought Leader Conversation Series Below The National Center for Systemic Improvement (NCSI) supports states to transform their systems to improve outcomes for students with disabilities. NCSI is committed to helping state education agencies (SEAs) and their stakeholders understand the intersection of race and disability in education, in order to resolve inequities that disadvantage [...]

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Out Of The Shadows: Black Families With Autism Speak Out - June 9, 2020 10 a.m. session

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‘Autistic while black’: How autism amplifies stereotypes

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A lack of research on black people with autism makes it difficult for an autistic black woman to survive in the workplace and elsewhere.

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Once services were found she had to fight for the services that were available. She was forced to leave her career to care for her son and had to support her family off her savings and retirement.

She found there were no organizations that supported African American families with children on the autism spectrum. She found there were huge disparities in the African American community, due to a lack of culturally competent support. Many misdiagnosed and undiagnosed African American children in at-risk communities end up in the criminal justice system each year. She realized that something had to be done to support families in underserved communities.

In March 2009 she founded The Color of Autism Foundation.

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The Color of Autism Foundation | Connecting Families To Culturally Competent Support

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Once services were found she had to fight for the services that were available. She was forced to leave her career to care for her son and had to support her family off her savings and retirement. She found there were no organizations that supported African American families with children on the autism spectrum.

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UCLA is one of 23 clinical sites partnered with the Simons Foundation Autism Research Initiative (SFARI) to bring you SPARK. The mission of SPARK - an online research partnership involving 50,000 individuals with autisms and their families - is simple. We want to speed up research and advance understing of autism. UCLA is also one of 4 clinical sites working on additional project to reduce disparities and increase representation amongst underrepresented communities in the SPARK research study.

Join SPARK!

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UCLA is one of 23 clinical sites partnered with the Simons Foundation Autism Research Initiative (SFARI) to bring you SPARK. The mission of SPARK - an online research partnership involving 50,000 individuals with autisms and their families - is simple. We want to speed up research and advance understing of autism.

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Fiesta Educativa – Dedicated to empowering families of persons with disabilities

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Dedicated to empowering families of persons with disabilities

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Autism Friendly Services | Autism Speaks

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How to Better Serve Latinx Children with Special Needs: A Conversation with Parents Helping Parents

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California's regional center system the system has struggled to provide services to Spanish-speaking families at the same rate it does to English-speaking ones. Claudia Harty with Parents Hel...

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Hispanic children often have undiagnosed developmental delays and large numbers of both Hispanic and non-Hispanic children who first were thought to have developmental delay actually had autism, researchers affiliated with the UC Davis MIND Institute have found.

The study, one of the largest to date to compare development in Hispanic and non-Hispanic children, is published in the journal Autism. The results lead the study authors to recommend increased public health efforts to improve awareness, especially among Hispanics, about the indicators of developmental delay and autism.

"Our study raises concerns about access to accurate, culturally relevant information regarding developmental milestones and the importance of early detection and treatment," said Virginia Chaidez, the lead author and a postdoctoral researcher in the UC Davis Department of Public Health Sciences when the study was conducted. "Autism and developmental delay tend to go undiagnosed when parents are not aware of the signs to look for, and the conditions are often misdiagnosed when parents don't have access to adequate developmental surveillance and screening."

Developmental delay is diagnosed in children who lag behind others in reaching important mental or physical milestones, while autism is characterized by deficits in social interactions and communication behaviors. The symptoms of both disorders can be improved with targeted interventions, with the greatest improvements seen when interventions begin early in life.

Filling the gaps in research on autism and Hispanics

In conducting the study, the researchers used data from the Childhood Autism Risk from Genetics and the Environment (CHARGE) Study, a population-based study of factors that increase risk for autism or developmental delay. The current study included 1,061 children living in California who were between 24 and 60 months of age. They were divided into three groups: children with autism, children with developmental delay but not autism, and children with typical development. All diagnoses were confirmed or changed based on evaluations by MIND Institute clinicians.

The evaluations of Hispanic children were conducted by bicultural and bilingual clinicians in Spanish or English, depending on the primary language used at home. The results for children with at least one Hispanic parent of any race were compared to the results for children of non-Hispanic white parents.

"Our goal was to use the CHARGE Study to help fill the gaps in research on autism for Hispanics so we can better understand what autism is like for this growing U.S. population," said Irva Hertz-Picciotto, professor of public health sciences, researcher with the UC Davis MIND Institute and principal investigator of CHARGE. "No other study of autism has included such a large proportion of Hispanic children."

Missed diagnoses and missed opportunities for treatment

When the outcomes for Hispanic children were compared to non-Hispanic children, the results revealed more similarities than differences in terms of autism profiles, including diagnostic scores, language function, whether or not children lost acquired skills and overall intellectual, social and physical functioning.

A striking outcome, however, was that 6.3 percent of Hispanic children enrolled in the study who were selected randomly out of the general population met criteria for developmental delay, compared with only 2.4 percent of non-Hispanic participants, which is the expected percentage. This raised concerns among the researchers that many Hispanic children with developmental delays may not be getting the services they need.

For both Hispanic and non-Hispanic children, there was a high percentage (about 19 percent overall) of Hispanic and non-Hispanic children recruited for the study with developmental delay who actually met criteria for autism, raising concerns about adequate access to accurate developmental assessment.

When the analysis was restricted to bilingual children, a significant relationship also emerged between secondary language exposure (when a child was spoken to 25 to 50 percent of the time in a language other than English) and lower scores on standardized tests of receptive and expressive language. This resulted in lower overall cognitive scores for this group.

"Our results emphasize the importance of considering cultural and other family factors such as multiple language exposure that can affect development when interpreting clinical tests, even when they are conducted in the child's preferred language," said Robin Hansen, chief of developmental-behavioral pediatrics at UC Davis, director of clinical programs with the MIND Institute and a study co-author.

About the UC Davis MIND Institute

Based in Sacramento, Calif., the UC Davis MIND Institute is a collaborative international research center committed to the awareness, understanding, prevention, care and cure of neurodevelopmental disorders. Utilizing the advanced biomedical technology and research infrastructure of UC Davis, the institute's scientists and clinicians pursue investigations that will ensure better futures for the one in twenty Americans with neurodevelopmental disorders. For information, visit www.ucdmc.ucdavis.edu/mindinstitute.

Hansen, the MIND Institute clinical team and the Center for Excellence in Developmental Disabilities at the MIND Institute have worked hard to provide accurate, current and evidence-based information about developmental disabilities to parents, educators, therapists and health-care specialists through an annual conference, website resources and community outreach.

"That so many children are slipping through the cracks is disheartening," Hansen said. "The differences between developmental disabilities can be subtle but important and involve distinct treatment pathways. We need to make sure that all children are getting routine developmental screening, early diagnosis and intervention so they can achieve their fullest potential."

For information on developmental milestones, visit the Centers for Disease Control and Prevention "Learn the Signs" website, which is available in English and Spanish at www.cdc.gov/ncbddd/actearly/index.html. Parents with concerns about their child's development should work with their health-care provider, school district and California Department of Developmental Services regional center to identify appropriate services.

The study, titled "Autism spectrum disorders in Hispanics and non-Hispanics," is available at http://aut.sagepub.com/content/16/4/381. The research was funded by the National Institute of Environmental Health Sciences (grants R01-ES015359 and P01-ES11269), the U.S. Environmental Protection Agency's STAR program (grants R-829388 and R-833292) and the UC Davis MIND Institute.
Posted Sept. 12, 2012

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UC Davis Health, Public Affairs and Marketing

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Tracking Development In Hispanic Children - UC Davis Medical Center - UC Davis Health System

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Hispanic children often have undiagnosed developmental delays and large numbers of both Hispanic and non-Hispanic children who first were thought to have developmental delay actually had autism, researchers affiliated with the UC Davis MIND Institute have found. The study, one of the largest to date to compare development in Hispanic and non-Hispanic children, is published in the journal Autism.

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CA Department of Developmental Services - Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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State of California & Department of Developmental Services

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Regional Center Listings - CA Department of Developmental Services

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Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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Thought Leader Conversation Webinar Series Power Point Presentations

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Thought Leader Conversation Webinar Series Power Point Presentations

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Pursuing Equitable Outcomes: Exploring the Intersection of Race and Disability in K-12 Education Webinar Series

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View the Thought Leader Conversation Series Below The National Center for Systemic Improvement (NCSI) supports states to transform their systems to improve outcomes for students with disabilities. NCSI is committed to helping state education agencies (SEAs) and their stakeholders understand the intersection of race and disability in education, in order to resolve inequities that disadvantage [...]

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Faith, Disability, Mental Health and Research

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Faith, Disability, Mental Health and Research

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Effective Early Childhood Transitions Part C to Part B

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Effective Early Childhood Transitions Part C to Part B

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Addressing Autism in African American Families Research Study

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Addressing Autism in African American Families Research Study

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STUDY BASICS

Are you the parent of an African American/Black child aged 7-11 who has autism or a related disorder? You and your child may be able to participate in a research study to help autistic Black children increase their coping and problem-solving skills in social, academic, and everyday situations. This study includes weekly 40-minute sessions conducted via Zoom. Compensation is provided.

STUDY PURPOSE

The purpose of this research study is to understand how thinking and problem-solving skills are developed in autistic children. The expectation is that upon completion of the study, your child will demonstrate emerging abilities to verbalize their thoughts in challenging situations.

COULD THIS STUDY BE RIGHT FOR YOU?

Parent of a child aged 7-11

Child identifies as African American/Black

Child is diagnosed with autism or a related disorder

Child is able to communicate verbally

Child & parent are English-speaking

Have WiFi and access to the use of computer or electronic tablet

WHAT PARTICIPANTS CAN EXPECT

This study involves 8 weekly 40-minute therapy sessions with you and your child over a period of eight weeks. Therapy sessions will be conducted remotely via Zoom. Parents will be also asked to complete three online questionnaires (about 20 minutes each) and a 15-minute therapy satisfaction survey.

IRB: STUDY20040005B

- Addressing Autism in African American Families

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University of Pittsburgh - Clinical and Translational Science Institute (CTSI)

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STUDY BASICS Are you the parent of an African American/Black child aged 7-11 who has autism or a related disorder? You and your child may be able to participate in a research study to help autistic Black children increase their coping and problem-solving skills in social, academic, and everyday situations.

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“Telling It Like It Is: The Role of Race, Class, & Culture in the Perpetuation of Learning Disability as a Privileged Category for the White Middle Class” | Disability Studies Quarterly

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“Telling It Like It Is: The Role of Race, Class, & Culture in the Perpetuation of Learning Disability as a Privileged Category for the White Middle Class” University of Missouri-Kansas City

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THE RESEARCH IS IN

Bias Starts as Early as Preschool, but Can Be Unlearned

A new study finds that children show bias at a surprisingly young age. But teachers have ways to address this and create a welcoming classroom.

By Amanda Armstrong

June 4, 2019

©iStock/PeopleImages

We know that teens and adults can demonstrate social bias toward people from cultures different from their own. But what about young children? Do they show bias toward peers based on identity groups? Researchers at Northwestern University sought to provide more insight into this issue in a new study with 4- and 5-year-olds.

Using an implicit bias test commonly given to adults, researchers found that the children rated images of black boys less favorably than images of white boys and girls, with images of black girls falling in the middle.

Young children are “astute observers of the social world,” and this can have pernicious effects on how they perceive race and gender, according to Danielle Perszyk, a psychologist at Northwestern University, and her colleagues. The majority of children in the study—both black and white—had a “strong and consistent pro-white bias.”

To explore how young children may show racial and gender bias, the researchers conducted two experiments to examine whether preschool children are aware of and demonstrate bias toward other children based on both race and gender. The researchers looked at young children’s implicit and explicit biases toward four groups: black males, black females, white males, and white females.

In the first experiment, the children were divided into two groups, and each group was shown the same order of four images: a prime image—one that might cause them to have a positive or negative reaction to a subsequent image; a blank screen; a neutral image (a Chinese character); and a gray screen.

Each group had different prime images. One group saw positive and negative images (e.g., a cute puppy and a snarling puppy). The other group was shown smiling faces of black and white girls and boys. In both groups, after the gray screen appeared, the children were asked to indicate if the Chinese character they had seen was “nice looking” or “not nice looking.”

In the second experiment, a different group of children completed the same procedure, but the prime images of black and white boys and girls had neutral expressions rather than smiles. Participants were asked to rate how much they liked each boy’s and girl’s face on a 6-point scale, with 1 being “really don’t like” and 6 being “really like.”

Results from the first experiment showed that children responded more positively to the Chinese character when it followed white faces rather than black faces. They also responded more positively when it followed female faces as opposed to male ones. The Chinese character had the least positive responses when it followed images of black boys.

The second experiment found a similar impact of race on children’s feelings toward the neutral image, but there was no difference in response based on the gender of the face in the images. Results from the children’s responses in both experiments revealed that black boys were rated less positively than black girls, white girls, and white boys.

These findings show that children begin to show bias from an early age. Not only do they absorb the stereotypes they see, but they also become “increasingly attuned to social category labels, social status, and the biases exhibited by family members,” explain Perszyk and her colleagues.

ADDRESSING SOCIAL BIAS IN THE CLASSROOM

In recognition of this research, it’s valuable for educators to be mindful and to implement strategies in their classrooms that recognize young children’s social biases. Here are four relatively simple strategies they can start with.

1. Be aware that children—possibly at an earlier age than expected—may demonstrate bias and preference in their interactions: Preschoolers are not immune to bias and may treat each other differently based on race, ethnicity, or gender.

2. Determine how you want to address situations when bias is occurring: Rather than ignore situations in which children demonstrate bias, educators can use these situations as inspirations for story selection, activities, and projects. For instance, a child may project hierarchies of power in their play by attempting to dominate materials or controlling how play occurs. In response, an educator can work with them to resolve the issue, which could involve listening to the children’s experiences and offering suggestions for sharing.

If children feel uncomfortable discussing a situation in which they felt rejected by their peers, educators can have them show what happened or how they’re feeling through the use of persona dolls. These dolls have a name, a background, and other traits, and they can help children become more comfortable discussing feelings—they sharing their experiences through the dolls.

Educators can invite parents or community members to the classroom to share their experiences in antiracist activities, or use books as a way of introducing the history of racial and ethnic relations. Resources such as EmbraceRace and Lee & Low Books’ blog can used to generate dialogue with children.

3. Be mindful of the social environment you’re nurturing: Children use adults—including educators—as reference points for how to react to others. Understanding one’s own preferences and biases is helpful in determining whether social bias toward certain groups is being perpetuated in classrooms. These biases and preferences may be influencing children’s interactions with peers in their classroom as well as educators’ selection of the activities, projects, books, and images they present in the classroom.

Educators can become more aware of their own biases by dialoguing with other educators and sharing their stories related to their own cultural identity. These conversations can be kicked off by having educators share a family cultural artifact or family ritual and explain the reasons for its significance.

4. Understand that addressing bias is a process: Even if an educator would like to immediately change the circumstances in their classrooms, progress may be gradual. Just as it may take educators time to realize their biases and work through them, young children will not change their patterns of thinking immediately.

Educators are in a unique position to potentially see children’s social biases unfold as they play and work with peers, so they have a valuable opportunity to help children work through their biases and explore historical and everyday experiences of people from a variety of cultural groups. These explorations may encourage the children to create a welcoming environment in which all students can learn.

Source: https://www.edutopia.org/article/bias-starts-early-preschool-can-be-unlearned/

# data[].attributes.attachment_link.readable_text
A new study finds that children show bias at a surprisingly young age. But teachers have ways to address this and create a welcoming classroom.

We know that teens and adults can demonstrate social bias toward people from cultures different from their own. But what about young children? Do they show bias toward peers based on identity groups? Researchers at Northwestern University sought to provide more insight into this issue in a new study with 4- and 5-year-olds.

Using an implicit bias test commonly given to adults, researchers found that the children rated images of black boys less favorably than images of white boys and girls, with images of black girls falling in the middle.

Young children are "astute observers of the social world," and this can have pernicious effects on how they perceive race and gender, according to Danielle Perszyk, a psychologist at Northwestern University, and her colleagues. The majority of children in the study-both black and white-had a "strong and consistent pro-white bias."

To explore how young children may show racial and gender bias, the researchers conducted two experiments to examine whether preschool children are aware of and demonstrate bias toward other children based on both race and gender. The researchers looked at young children's implicit and explicit biases toward four groups: black males, black females, white males, and white females.

In the first experiment, the children were divided into two groups, and each group was shown the same order of four images: a prime image-one that might cause them to have a positive or negative reaction to a subsequent image; a blank screen; a neutral image (a Chinese character); and a gray screen.

Each group had different prime images. One group saw positive and negative images (e.g., a cute puppy and a snarling puppy). The other group was shown smiling faces of black and white girls and boys. In both groups, after the gray screen appeared, the children were asked to indicate if the Chinese character they had seen was "nice looking" or "not nice looking."

In the second experiment, a different group of children completed the same procedure, but the prime images of black and white boys and girls had neutral expressions rather than smiles. Participants were asked to rate how much they liked each boy's and girl's face on a 6-point scale, with 1 being "really don't like" and 6 being "really like."

Results from the first experiment showed that children responded more positively to the Chinese character when it followed white faces rather than black faces. They also responded more positively when it followed female faces as opposed to male ones. The Chinese character had the least positive responses when it followed images of black boys.

The second experiment found a similar impact of race on children's feelings toward the neutral image, but there was no difference in response based on the gender of the face in the images. Results from the children's responses in both experiments revealed that black boys were rated less positively than black girls, white girls, and white boys.

These findings show that children begin to show bias from an early age. Not only do they absorb the stereotypes they see, but they also become "increasingly attuned to social category labels, social status, and the biases exhibited by family members," explain Perszyk and her colleagues.

Addressing Social Bias in the Classroom

In recognition of this research, it's valuable for educators to be mindful and to implement strategies in their classrooms that recognize young children's social biases. Here are four relatively simple strategies they can start with.

1. Be aware that children-possibly at an earlier age than expected-may demonstrate bias and preference in their interactions: Preschoolers are not immune to bias and may treat each other differently based on race, ethnicity, or gender.

2. Determine how you want to address situations when bias is occurring: Rather than ignore situations in which children demonstrate bias, educators can use these situations as inspirations for story selection, activities, and projects. For instance, a child may project hierarchies of power in their play by attempting to dominate materials or controlling how play occurs. In response, an educator can work with them to resolve the issue, which could involve listening to the children's experiences and offering suggestions for sharing.

If children feel uncomfortable discussing a situation in which they felt rejected by their peers, educators can have them show what happened or how they're feeling through the use of persona dolls. These dolls have a name, a background, and other traits, and they can help children become more comfortable discussing feelings-they sharing their experiences through the dolls.

Educators can invite parents or community members to the classroom to share their experiences in antiracist activities, or use books as a way of introducing the history of racial and ethnic relations. Resources such as EmbraceRace and Lee & Low Books' blog can used to generate dialogue with children.

3. Be mindful of the social environment you're nurturing: Children use adults-including educators-as reference points for how to react to others. Understanding one's own preferences and biases is helpful in determining whether social bias toward certain groups is being perpetuated in classrooms. These biases and preferences may be influencing children's interactions with peers in their classroom as well as educators' selection of the activities, projects, books, and images they present in the classroom.

Educators can become more aware of their own biases by dialoguing with other educators and sharing their stories related to their own cultural identity. These conversations can be kicked off by having educators share a family cultural artifact or family ritual and explain the reasons for its significance.

4. Understand that addressing bias is a process: Even if an educator would like to immediately change the circumstances in their classrooms, progress may be gradual. Just as it may take educators time to realize their biases and work through them, young children will not change their patterns of thinking immediately.

Educators are in a unique position to potentially see children's social biases unfold as they play and work with peers, so they have a valuable opportunity to help children work through their biases and explore historical and everyday experiences of people from a variety of cultural groups. These explorations may encourage the children to create a welcoming environment in which all students can learn.

# data[].attributes.attachment_link.title
Bias Starts as Early as Preschool, but Can Be Unlearned

# data[].attributes.attachment_link.description
A new study finds that children show bias at a surprisingly young age. But teachers have ways to address this and create a welcoming classroom.

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‘Autistic while black’: How autism amplifies stereotypes

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A lack of research on black people with autism makes it difficult for an autistic black woman to survive in the workplace and elsewhere.

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How to Better Serve Latinx Children with Special Needs: A Conversation with Parents Helping Parents

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California's regional center system the system has struggled to provide services to Spanish-speaking families at the same rate it does to English-speaking ones. Claudia Harty with Parents Hel...

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Hispanic children often have undiagnosed developmental delays and large numbers of both Hispanic and non-Hispanic children who first were thought to have developmental delay actually had autism, researchers affiliated with the UC Davis MIND Institute have found.

The study, one of the largest to date to compare development in Hispanic and non-Hispanic children, is published in the journal Autism. The results lead the study authors to recommend increased public health efforts to improve awareness, especially among Hispanics, about the indicators of developmental delay and autism.

"Our study raises concerns about access to accurate, culturally relevant information regarding developmental milestones and the importance of early detection and treatment," said Virginia Chaidez, the lead author and a postdoctoral researcher in the UC Davis Department of Public Health Sciences when the study was conducted. "Autism and developmental delay tend to go undiagnosed when parents are not aware of the signs to look for, and the conditions are often misdiagnosed when parents don't have access to adequate developmental surveillance and screening."

Developmental delay is diagnosed in children who lag behind others in reaching important mental or physical milestones, while autism is characterized by deficits in social interactions and communication behaviors. The symptoms of both disorders can be improved with targeted interventions, with the greatest improvements seen when interventions begin early in life.

Filling the gaps in research on autism and Hispanics

In conducting the study, the researchers used data from the Childhood Autism Risk from Genetics and the Environment (CHARGE) Study, a population-based study of factors that increase risk for autism or developmental delay. The current study included 1,061 children living in California who were between 24 and 60 months of age. They were divided into three groups: children with autism, children with developmental delay but not autism, and children with typical development. All diagnoses were confirmed or changed based on evaluations by MIND Institute clinicians.

The evaluations of Hispanic children were conducted by bicultural and bilingual clinicians in Spanish or English, depending on the primary language used at home. The results for children with at least one Hispanic parent of any race were compared to the results for children of non-Hispanic white parents.

"Our goal was to use the CHARGE Study to help fill the gaps in research on autism for Hispanics so we can better understand what autism is like for this growing U.S. population," said Irva Hertz-Picciotto, professor of public health sciences, researcher with the UC Davis MIND Institute and principal investigator of CHARGE. "No other study of autism has included such a large proportion of Hispanic children."

Missed diagnoses and missed opportunities for treatment

When the outcomes for Hispanic children were compared to non-Hispanic children, the results revealed more similarities than differences in terms of autism profiles, including diagnostic scores, language function, whether or not children lost acquired skills and overall intellectual, social and physical functioning.

A striking outcome, however, was that 6.3 percent of Hispanic children enrolled in the study who were selected randomly out of the general population met criteria for developmental delay, compared with only 2.4 percent of non-Hispanic participants, which is the expected percentage. This raised concerns among the researchers that many Hispanic children with developmental delays may not be getting the services they need.

For both Hispanic and non-Hispanic children, there was a high percentage (about 19 percent overall) of Hispanic and non-Hispanic children recruited for the study with developmental delay who actually met criteria for autism, raising concerns about adequate access to accurate developmental assessment.

When the analysis was restricted to bilingual children, a significant relationship also emerged between secondary language exposure (when a child was spoken to 25 to 50 percent of the time in a language other than English) and lower scores on standardized tests of receptive and expressive language. This resulted in lower overall cognitive scores for this group.

"Our results emphasize the importance of considering cultural and other family factors such as multiple language exposure that can affect development when interpreting clinical tests, even when they are conducted in the child's preferred language," said Robin Hansen, chief of developmental-behavioral pediatrics at UC Davis, director of clinical programs with the MIND Institute and a study co-author.

About the UC Davis MIND Institute

Based in Sacramento, Calif., the UC Davis MIND Institute is a collaborative international research center committed to the awareness, understanding, prevention, care and cure of neurodevelopmental disorders. Utilizing the advanced biomedical technology and research infrastructure of UC Davis, the institute's scientists and clinicians pursue investigations that will ensure better futures for the one in twenty Americans with neurodevelopmental disorders. For information, visit www.ucdmc.ucdavis.edu/mindinstitute.

Hansen, the MIND Institute clinical team and the Center for Excellence in Developmental Disabilities at the MIND Institute have worked hard to provide accurate, current and evidence-based information about developmental disabilities to parents, educators, therapists and health-care specialists through an annual conference, website resources and community outreach.

"That so many children are slipping through the cracks is disheartening," Hansen said. "The differences between developmental disabilities can be subtle but important and involve distinct treatment pathways. We need to make sure that all children are getting routine developmental screening, early diagnosis and intervention so they can achieve their fullest potential."

For information on developmental milestones, visit the Centers for Disease Control and Prevention "Learn the Signs" website, which is available in English and Spanish at www.cdc.gov/ncbddd/actearly/index.html. Parents with concerns about their child's development should work with their health-care provider, school district and California Department of Developmental Services regional center to identify appropriate services.

The study, titled "Autism spectrum disorders in Hispanics and non-Hispanics," is available at http://aut.sagepub.com/content/16/4/381. The research was funded by the National Institute of Environmental Health Sciences (grants R01-ES015359 and P01-ES11269), the U.S. Environmental Protection Agency's STAR program (grants R-829388 and R-833292) and the UC Davis MIND Institute.
Posted Sept. 12, 2012

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UC Davis Health, Public Affairs and Marketing

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Tracking Development In Hispanic Children - UC Davis Medical Center - UC Davis Health System

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Hispanic children often have undiagnosed developmental delays and large numbers of both Hispanic and non-Hispanic children who first were thought to have developmental delay actually had autism, researchers affiliated with the UC Davis MIND Institute have found. The study, one of the largest to date to compare development in Hispanic and non-Hispanic children, is published in the journal Autism.

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