Educators are often unaware of the academic difficulties, sensory challenges, social isolation, and emotional distress many autistic female students experience within inclusive K-12 educational environments (Ayirebi Tomlinson et al., 2020; Urbaniak Urbaniak Tomlinson et al., 2020; Urbaniak (b) advocating for equity in assessment and service provision; (c) growing inclusive practices; and (d) empowering collaboration with students, families, and other school professionals. Through a series of vignettes, an application guide, a visual model, and a practical checklist, this article provides teacher educators with a structured path to develop the competencies special educators need to recognize and meet the needs of autistic female students, thereby enhancing their overall well-being.
Macko et al. (Thu,) studied this question.