Despite the growing body of autism-focused research, literature centered on understanding the experiences of people with autism and their families has been largely concentrated within Western countries. This study sought to identify the cultural and societal influences that school psychologists working from a cultural humility approach must understand to better support globally diverse children with autism and their families. A semistructured panel discussion with four international autism experts—chosen for their expertise, lived experiences, and efforts to improve support for children with autism and their families in their respective countries of Iran, Tajikistan, Uzbekistan, and Afghanistan—were qualitatively analyzed using thematic analysis. Three key themes arose, including (a) the importance of understanding the community's knowledge and perceptions of autism; (b) the availability and quality of autism-focused services; and (c) the broader cultural, historical, and societal factors that shape the experiences of individuals with autism and their families. These findings empower school psychologists to deconstruct the lens through which they understand and support globally diverse individuals.
Hamsho et al. (Fri,) studied this question.