HomeAnnotated BibliographiesAffirming and Inclusive Engaged Learning for Neurodivergent Students Towards Sex- and Gender-Informed Autism Research Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning GenAI and Engaged Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Mandy, William, and Meng-Chuan Lai. 2017. "Towards Sex- and Gender-Informed Autism Research." Autism: the international journal of research and practice 21 (6): 643-645. https://journals.sagepub.com/doi/pdf/10.1177/1362361317706904.About this Journal Article:This editorial brings up the issue of women on the autism spectrum often being under-recognized. Several studies worldwide regarding sex and gender differences impact females with autism being diagnosed late or not at all. Recommended by Pamela Terrell.
