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 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.
