11/19/23, 11:21 PM Diagnosing Autism in Black Children | Howard Magazine

Diagnosing Autism in Black Children

Shanter Alexander’s work focuses on the resources available
for the Black neurodivergent communities and their cultural
effectiveness.

by Amber D. Dodd

F or the first time, more Black and Latinx children are being diagnosed
with autism at higher rates than their white peers, according to a Centers
for Disease Control and Prevention (CDC) study released in March
2023. It’s not because autism is directly linked to ethnicity. New,
inclusive screening procedures were adapted by the CDC. Today, 1 in 36
children < https://www.cdc.gov/ncbddd/autism/addm-
community-report/maryland.html> have been diagnosed with
autism.

Shanter H. Alexander, PhD, assistant professor in the School Psychology

program whose research focuses on autism, contextualized what the
CDC research determines for her field of study.

“Our autistic communities of color have finally been heard,” Alexander

says. “The research community is starting to listen.”

Before examining neurodivergence professionally, Alexander grew up in

Saint Lucia with a family member who was deaf and had autism. She
saw the firsthand experience of her family working with its limited
resources. She pursued a career that studied and screened
neurodevelopmental disorders such as autism through an
intersectional, cultural lens.

We want to make sure that the Mecca is a safe place for individuals with
neurodevelopmental disorders that they feel included. They feel seen, they feel
heard.”

Alexander is cognizant of common issues with mental health in the

Black community and the shame and stigma related to getting help for
children with disabilities. Racial stereotypes can also affect how
neurodivergent children of color are perceived in the medical and

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educational fields. The stigma of needing care in Black communities also

stifles efforts to access support.

“From an intersectional lens, even the spiritual practices embedded in

our culture often dissuade efforts to seek medical attention and seeking
community assistance, instead we have faith that we can ‘pray it away’”
Alexander says. “Another thing related to the intersectionality of work
with communities of color is the cultural pride we have that prevents us
from exposing what our needs are. Our people don’t want to seem like
we are not ‘making it,’ so we don’t ask for help. Representation matters.
We trust those who look like us and understand our stories. We want to
feel safe.”

1 in 36
children diagnosed with autism in 2020 (CDC)

29.3 Black
children
per 1,000 children diagnosed with
autism (CDC)

This year’s updated research mirrors some of Alexander’s recent work

with the University, particularly in the School of Education’s Human
Development and Psychoeducational Studies programs. Outside of the
University, Alexander presented her work to the White House Office of

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Public Engagement’s where she expressed the critical need for equitable
supports, training, and resources for autistic communities of color to
leaders in the disability field.

She envisions a field of school psychology and research that invests in

the training of autistic scholars, trainers, researchers and clinicians from
communities of color. The ultimate goal is to create a more
neuroinclusive society where people of color with disabilities feel safe.

Alexander is also spearheading The NICER Project (Neurodiversity,

Inclusion, and Community Engaged Educational Research) Project
through which she collaborates with various autism groups and
foundations to conduct research that will contribute to the development
of resources and supports that improve quality of life for Autistic
Communities of color. She has also partnered with the Children’s
Hospital in DC where she served as a core discipline coordinator in the
hospital’s Faculty in the Leadership Education in Neurodevelopmental
and Related Disabilities Fellowship.

With the rise of children diagnosed with autism, Alexander hopes that
children’s “visibility and sense of belonging” is considered at all levels of
education, prompting inclusive learning solutions for autistic children.

Eradicating ableism in the classroom is the ultimate goal.

“At Howard University, I want the autistic community to turn around

and say ‘Hey, Howard is a great school to send your child [to] who has
autism,” Alexander says. “Our counseling department offers trauma
focused therapy. Our classrooms and technology are suitable. I’m really
talking about making ourselves uncomfortable to ensure that our
neurodiverse community feels accepted.”

With the new CDC’s autism prevalence data now made public,
Alexander emphasized that recruiting and training more practitioners
and experts of color to serve the neurodivergent communities at Howard
is a great priority.

“My hope is that we can provide a place where Black and brown parents
can come and fly from all over the country to have a clinician that looks
like them evaluate their children” Alexander says. “We care at Howard
University, and we are the Mecca. We want to make sure that the Mecca
is a safe place for individuals with neurodevelopmental disorders that

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they feel included. They feel seen, they feel heard. Representation
matters. We trust those who look like us and understand our stories. We
want to feel safe.”

This story appears in the Spring/ Summer 2023 issue.

Article ID: 1471

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