Socio-cultural and school barriers that Latino Spanish-speaking and Mixteco-speaking families with a preschool child with autism experienced in the special education referral process in Santa Barbara County, California

According to multiple studies, a referral process bias exists in the early identification of autism for children of color, in particular Latino children. Sociocultural, economic, educational, and health care barriers have significantly impacted Latino children. For example, Latino children are less likely to receive access to early intervention services, are at increased risk for delays in the diagnosis of autism spectrum disorder, and are significantly older at the time of diagnosis. In addition, the delays in autism diagnosis for Latino children are poorly understood among medical and school personnel. The purpose of the study was to gather qualitative and quantitative data regarding the experiences of Spanish-speaking and Mixteco-speaking Latino families in Santa Barbara County, California, who have a child with autism. The study examined the school referral process for special education services and diagnosis of autism for students and families. The study examined how sociocultural, economic, educational, and health care barriers affected Latino students in preschool during the special education referral process while also investigating Latino families' experiences with their child who have received a clinical diagnosis of autism and/or eligibility of Autism for special education services. Ultimately, the intent of the study results is to propose possible changes for practitioners and school teams in the preschool special education referral process and for pediatricians in the diagnosis of autism from the parents' perspective in Santa Barbara County. Recommendations are also provided for test publishers for improving the assessments for Latino students with the identification of autism as well as for SBCSELPA, schools and community agencies for improving the support for parents.