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Colton McKee
DSM-5 Reflection #1 - Low Incidence Exceptionalities (Autism Spectrum
Disorder)
Colton McKee
DSM-5 Reflection #1 - Low Incidence Exceptionalities (Autism Spectrum
Disorder)
to say, given that the DSM-5 has a seemingly more rigid set of
diagnostic criteria for ASD, it to also creates other exceptionalities like
SCD. Thus, those students (and the schools they attend) who are
ineligible for an ASD diagnosis under the DSM-5, may run into
challenges in terms of special education funding and educational
assistant staffing. Thirdly, the uniqueness of key indicators such as
higher language and social functioning of Aspergers in comparison to
autism is seemingly undermined by jettisoning the former and
subsuming it into the broader diagnosis that is ASD. In short, I raise
this concern because of the potential for students who are
symptomatic of what the DSM-4 labelled as Aspergers disorder being
unable to reach their potential because of policy that could shift
teachers practice to meet the needs of the more general ASD
diagnosis.
But in its efforts to make diagnosis more accurate, the APA may have
raised the bar for autism a little too high, neglecting autistic people
whose symptoms are not as severe as others. The studies also point
out, however, that minor tweaks to the DSM-5 criteria would make a
big difference, bringing autistic people with milder symptoms or sets of
symptoms that differ from classic autism back into the spectrum
Colton McKee
DSM-5 Reflection #1 - Low Incidence Exceptionalities (Autism Spectrum
Disorder)
British Columbia Ministry of Education (2016). Special education services: A
manual of policies, procedures, and guidelines
(http://www.bced.gov.bc.ca/specialed/ppandg.htm)