GENTEA

CIGE/2023/81

The prevalence of autism spectrum disorder (ASD) significantly differs by gender, being higher in males. However, there is growing evidence of potential underdiagnosis in females with ASD, attributable among other factors to diagnostic criteria centered on typical manifestations in males. In particular, girls with autism tend to mask their social difficulties, exhibit a higher amount of internalizing problems (such as anxiety, depression, or stress), and their communicative skills are often better than those of boys. The lack of understanding and knowledge about the female phenotype of autism among clinical and educational professionals contributes to the underdiagnosis of ASD in girls and women, as well as an increase in the social pressure exerted on them, with expectations that they conform to and adapt to social norms like other neurotypical individuals. This has significant adverse consequences for girls and women with ASD, especially concerning their mental health.

Considering this, the main objective of this research project is to analyze the intersection of gender in the education of students with ASD, based on the idea that the identity of individuals with autism is not solely defined by this condition, but that other factors, such as their own gender, affect their life experiences and outcomes in specific contexts, such as the educational one. Specifically, we propose four specific objectives:

1. To examine how the gender variable has been analyzed in scientific research related to the educational inclusion of students with ASD in the past decade (2014-2023).
2. To analyze whether gender bias influences pre-service teachers at different stages of their initial training when identifying potential signs of ASD in primary education students.
3. To analyze the possible influence of the gender of students with ASD on the expectations of success of in-service teachers and pre-service teachers in early childhood, primary, and secondary education.
4. To analyze the perception of adult women with a grade 1 ASD diagnosis regarding how their gender may have influenced both their diagnosis and their school trajectory.

Achieving these objectives will yield significant conclusions and important implications for the effective incorporation of a gender perspective in research and the initial and continuous training of teachers about ASD. The ultimate aim is to substantially contribute to improving the educational quality for girls and young women with autism in school settings.

autism spectrum disorder; education; gender

• Ximena Monserrath Velez Calvo - Universidad del Azuay (Ecuador)

• GVA - GE - Emerging research groups