Learn to Embrace: A Guide to Autism

ACCEPT ACCEPT LOVE LOVE EMBRACE EMBRACE

"Learn to Embrace: A Guide to Autism" is an easy-to-follow illustrated non-fiction book that serves to educate people of all ages about autism spectrum disorder. This book introduces the core characteristics of autism, debunks common myths, provides guidance on how to interact and support autistic children both in and out of the classroom, and offers prospects for creating an intersectional society that truly embraces autistic individuals.

Jay Ann Kan is a high school student from Hong Kong who currently studies in Taipei American School. She has engaged in a variety of community service projects since a young age and has conducted, published, and presented her scientific research projects internationally. As a result of her interdisciplinary efforts, she received the National Elite Award and Outstanding Volunteer Award from the Taishin Youth Foundation. Grounded by her strong desire to better society, Jay Ann strives to create social change by combining her interest in innovative scientific research with her passion for public service.

LEARN TO EMBRACE

A GUIDE TO AUTISM

Jay Ann Kan

Learn to Embrace: subtitle by Jay Ann Kan

Copyright © 2022 by Jay Ann Kan

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, contact jayannkan@gmail.com

Cover Design by Le Ann Kan

ISBN: 9798353291954

To the young boy: For giving me inspiration, motivation, and purpose

To the people with autism: For being the unique self we love and accept

To the parents of children with autism: For your resilience, patience, and inner strength

To the reader of this book: For being part of the autism conversation

ACKNOWLEDGEMENTS

My deepest gratitude belongs to my parents, who, with their unconditional love, imparted their philanthropic hearts and inspired me to fearlessly pursue my goals.

To my sister Le Ann, I sincerely thank you for being my biggest supporter, my first reader, and for designing this beautiful book cover.

My wholehearted appreciation goes to my teachers for lending their wisdom and for offering their valuable advice since my earliest drafts:

I am indebted to Mr. Ross Olson, who believed in my potential from the start and inspired me to be a lifelong learner.

I sincerely thank Dr. Owen Lipsett for always having confidence in me and for changing how I express my thoughts and view the world.

My humble thanks go to Mr. Richard Arnold for giving me the opportunity to engage in community service and change the lives of others.

I am truly fortunate for the opportunity to learn from LoveXpress Foundation Limited and the Taipei Parents Association of Autism. Thank you for your support and the significant impact of your work.

Lastly, I am forever grateful to everyone who believed in me.

PREFACE

“You are paired with a 4-year-old boy with autism,” explained the leader of the orphanage volunteer program, “if you need any help, don’t hesitate to ask.” This small piece of information and a simple sentence of reassurance was all I had as a first-time volunteer at the orphanage. At the age of 12, I had never encountered an individual with autism, so being told this information only 10 minutes before arriving at the orphanage left me in a state of high entropy. Hence, I quickly pulled out my phone and did a Google search on the unfamiliar term I had just heard: Autism. Before being able to fully comprehend the search results, which consisted of terms like neurodevelopmental disorder, deficits in social communication, and sensory overload, the bus came to a sudden halt. We had arrived.

I followed the group of experienced student volunteers and proceeded to take the elevator up to the room where the children lived. As the elevator went up, the sound of children squealing, crying, and screaming began to crescendo along with the thumping sound of my heartbeat. “Ding!” The elevator door flew open, revealing the swarm of excited children, ranging from ages one to five. There, each volunteer was directed to the child they

were to take care of for the day. Hearing the excitement and anticipation of the children, my worries faded, and I tip toed to get a better look at the crowd of children, trying to guess which child I was to take care of. My guesses were all wrong. As it turns out, the child I was assigned to wasn’t in the crowd. I was led to a secluded corner of the room. That is when I saw him.

In the corner of the room sat a lone boy by the windowsill. His eyes were fixated on the view outside the window, unfazed by the commotion of the other children or the presence of newcomers who had just entered the room. Curious about the fascinating sight that captivated the boy, I looked out the window to examine the situation outside. Expecting to see a traditional temple parade or a pop-up street market, I faced disappointment. The boy was staring at an empty road, an unembellished gray canvas. Confused, I observed the boy for a while, longing to understand his view, to find the meaning behind his behavior. After a few minutes of silence and minimal activity, a standard family car appeared in the window frame, being the only source of color that painted the tattered gray road; at the same time, the boy silently lifted his finger, gently touching the window at the place where the car appeared, and followed the car until it eventually left the window frame. This action repeated. Each time a car appeared, the boy would follow the car, with his eyes gleaming with hope, revealing a rare grin when an occasional car stops in front of the orphanage, but releasing a sigh of disappointment when the car swiftly leaves the frame without hesitation, like the parents who walked out of his life. I finally understand. The simple and unremarkable gray road was a thoroughfare for many walks of life, creating a path of hope for the boy, hope for the security that

a roof brings to a house, the completeness that leaves give to a branch, and a love that a united family carries. He needed someone to understand, someone to simply care. I would be that person.

Over the next four years, I visited the orphanage regularly, having the chance to know the young boy on a deeper level. Through our interactions, I was able to understand him in a way others didn’t. Since he was non-verbal, those around him thought he was unfriendly, which would cause them to isolate themselves from him, not knowing that he has a voice that is just expressed differently. Others thought he was strange since he would always swing around a kangaroo toy and look out the window for hours at a time, not knowing that his repetitive actions and strong focus are part of who he is as a child with autism. Seeing the boy being ostracized and misunderstood for the lack of knowledge on neurodevelopmental disorders such as autism was disheartening. With so many people on the autism spectrum, why is it so foreign to the general populous? Why is an entire community of people being segregated from our society? It doesn’t have to be this way. We can do better. We will do better.

With the lack of knowledge surrounding autism, I knew I had to help. I had to find the strength in my voice to speak out for those who can’t; I have to lead, to bring out those in the shadows who are blinded by our ignorance. From my initial encounter with the boy, I embarked on a path of learning, which became a path of activism, to put my vision into action. Since 2020, I have been conducting research on drug-induced social behaviors that simulate autism. The project consists of creating an autism model

using zebrafish by utilizing neurotransmitters to alter serotonin levels. Through presenting my research at my school’s winter and spring science symposium, I was able to educate and raise awareness on autism in my local community. Additionally, in the summer of 2022, I had the opportunity to complete an internship at LoveXpress Foundation, a charitable organization in Hong Kong aimed at nurturing love and integration for individuals with autism by providing community awareness and education programs, early intervention treatments for autistic families, career planning for autistic individuals, parent support programs, as well as an array of activities for children with autism. From my internship, I was able to interact with autistic children and their parents in numerous settings. In the parent seminar, I learned the importance of inner strength, resilience and the value of discovering your character to better understand and help your child. Through the parent-child pillow designing session, I saw that the love between a parent and child is unconditional. In the children’s workshop, I saw the immense potential of children with autism: they were able to concentrate and execute their tasks to a high standard and open up after building patience and trust. The potential and possibilities for autistic individuals in our community are being hindered because of the lack of knowledge and awareness surrounding autism. To empower the autistic community, all members of our society must collaborate to integrate autistic people, not discriminate. We need to accept. We need to love. Most importantly, we need to embrace.

LEARNING ABOUT

Autism, also referred to as autism spectrum disorder (ASD), is a condition related to brain development that involves a wide range of challenges and characteristics:

Difficulty in social communication and interaction

Difficulty with expressive and receptive communication

Repetitive and restrictive behavior

Over- or under-sensitivity to sensory experiences

PREVALENCE

in 1 44

According to 2018 statistics from the US Centers for Disease Control and Prevention (CDC), an estimated 1 in 44 children are identified with ASD, which is a considerable increase compared to data from 2000, where the prevalence of autism was 1 in 150 children.

CAUSES

As of right now, little is understood about the cause of autism. However, recent studies suggest that autism is likely caused by a combination of genetic, biochemical, and environmental factors.

The Three Core Characteristics of Autism

The standard reference healthcare providers in most countries use to diagnose mental and behavioral conditions, including autism, is the American Psychiatric Association’s Diagnostic and Statistic Manual of Mental Disorders (DSM). The manual’s fifth edition – DSM-5 – took effect in May 2013 to reflect a new understanding of mental health conditions and the best ways to identify them. The most significant change in the DSM-5, compared to previous editions, is the combination of previously separate neurological disorders into the umbrella diagnosis of “autism spectrum disorder.”

AutismSpectrumDisorder

Autistic

The reason for using the umbrella term "autism spectrum disorder" is because the four disorders above share three common characteristics:

Difficulty in social communication and interaction

Speech and language impairments

Showing repetitive and limited patterns of behavior

Social Communication and Interaction

Many children with autism often have a genuine desire to socialize and interact with others but may not know how to form or sustain friendships. For instance, many children with autism enjoy engaging with others in activities that interest them or like initiating social interactions. The level to which people with autism are affected by social communication difficulties is highly variable and could be as simple as the lack of appropriate eye contact or as complex as not being able to form conversations or respond to social cues. By supporting children with autism in building up their social skills and teaching them how to act in social situations, we can help enhance their participation in the community and promote a happier and more collaborative lifestyle.

Social Cues

Social cues are non-verbal communication that is not previously explained and is the implied etiquette surrounding certain situations. Social cues can be complicated and difficult to understand because behavior appropriate in one context may not fit another. For children with autism, these complex rules are commonly unnatural or incomprehensible, but they can be learned with time. Here are some examples of social cues that autistic children may have difficulty understanding:

Tone of Voice

Body Language

Social Gestures

Social Mannerisms Taking turns when speaking

Asking related/appropriate questions during conversations

Not engaging in /dominating conversations

Staying on topic when speaking

Verbal and Non-verbal Communication

Another significant characteristic of autism is the ability to communicate and comprehend speech. Some individuals with autism can have difficulties in expressive and receptive language. Expressive language is the ability to express thoughts and desires explicitly to others, while receptive language is the ability to comprehend language, such as following directions. Additionally, some individuals with autism can verbally express their thoughts, while those who are nonverbal will commonly communicate through gestures, a communication device, or sign language. Here are some examples of how verbal and nonverbal individuals with autism may demonstrate:

Verbal

Repeating other’s spoken words to communicate with others

Example: Using a line of dialogue from television programs or movies

“Ohana means family, and family means nobody gets left behind or forgotten”

~ Lilo & Stitch

And then... and then... and then...

Stereotyped and repeated use of language to initiate or sustain a conversation

I have less dogs than you.

Inappropriate word use

Examples:

Constantly using "and then" Mixing up less and fewer

Abnormal use of pitch, rhythm, stress, and intonation

Examples:

Declarative sentences ending in a rising tone to signal the asking of a question

Monotonal speech

I... want... chocolate... milk...

I want chocolate milk?

Immature grammar structure

Examples:

Improper tense

Improper use of pronouns

"I has a dog"

Her and I went to the park today!

Advanced vocabulary in an area of interest

The Allosaurus, Apatosaurus, Brontosaurus, Diplodocus, and Stegosaurus were dinosaurs that lived during the Jurassic Period.

Nonverbal

Signs of Non-Verbal Autism in Children:

Not responding to their name by 12 months old

Not babbling or laughing by 12 months old

Not pointing to objects of interest by 14 months old

Avoiding eye contact or preferring to be alone

Not meeting developmental milestones for speech and language

Flapping their hands or rocking their body for comfort

Nonverbal individuals with autism communicate using alternative augmentative communication (AAC), such as sign language, pictures, or a voice output device

Delay in vocabulary development

I like dogs because they are friendly and cute! What about you?

I like cats!

Difficulty in understanding abstract concepts

Examples: Emotions/feelings, metaphors, ideas, etc.

Difficulty interpreting social language, such as sarcasm and jokes

What do you call a bear with no teeth? I don't know... A gummy bear! Huh?

Difficulty in following directions

Everyone, please sit on the floor for silent reading.

Repetitive and Limited Patterns of Behavior, Interests, and Activities

Individuals with autism and their same-aged peers may have shared interests. However, autistic people may have a different level of intensity and focus on their interests compared to others. This behavior could be because some individuals have a limited repertoire of alternative behaviors or prefer and feel comfortable with a particular activity or task over anything else. Behaviors that fall under this section include the following:

Stereotyped or Repetitive Motor Movements

Examples:

Finger flickering

Hand flapping

Spinning objects

Lining up toys

Repeating words

Inflexible thinking

She took my usually reading spot!

Examples:

Excessive adherence to routine or rules

Being easily distressed by changes

Ritualized patterns of behavior: repetitive questioning or pacing

Are we there yet?

Are we there yet?

Are we there yet?

Are we there yet?

Highly restricted and fixated interests that are abnormal in intensity or focus.

Secondary Characteristic: Sensory Differences

Visual input sensitivities

Examples:

Being bothered by fluorescent lights

Prolonged staring at spinning objects

Having trouble focusing on words

Auditory input sensitivities

Examples:

Covering ears in response to loud noises

Preferring loud music or none at all

Not being able to respond to verbal prompts when in a noisy area

Tactile input sensitivities

Examples:

Dislike getting their hands or feet messy

Avoiding or preferring certain surfaces, textures, fabrics

Finding specific types of touch aversive (touch on shoulder/hug)

Taste/Smell sensitivities

Example:

Not eating certain foods

Licking or tasting non-food items

Finding strong perfume or cologne aversive

Proprioceptive input sensitivities

Difficulties interpreting sensations from muscles, joints, ligaments, and tendons

Example:

Putting too much pressure on a pencil when writing Falling or crashing into things, etc.

Vestibular input sensitivities

Hyper or hypo sensitivity to balance and movement sensations

Examples:

Having trouble staying seated Constantly leaning head on hands or arms Easily losing balance

Secondary Characteristic: Executive Function Impairments

Advanced cognitive abilities, including attention, working memory, planning, reasoning, sequencing, and flexible thinking, are referred to as executive functioning. These abilities aid neurotypical individuals in social relationships, academics, learning, selfregulation, and daily tasks. However, individuals with autism may have difficulty with a wide range of executive functioning tasks, ranging from sequencing the order in which to dress, tying their shoes, packing for a trip, or completing a homework assignment.

Rigid and inflexible thinking

Examples:

Acting very difficult or insistent on getting their way

Avoiding others who take a different approach or stance than their own

Throwing tantrums when there is a change of plans

There is a change of plans. We will be going to the park before heading to dinner.

Generating more than one solution to a problem

Add 2 whole numbers to get 5.

Excellent! Can you find another solution for this problem?

I am not sure...

Sustaining prolonged attention to an activity or dividing attention between two activities at once.

What the Autism Spectrum Really Means

As the word "spectrum" suggests, autism spectrum disorder refers to a wide range of symptoms with varying levels of ability and disability. Some children may develop normally for the first few months or years but suddenly become withdrawn or lose their acquired skills. Meanwhile, some people with autism could be socially drawn or socially active in an eccentric manner, be intellectually disabled, or have an average or above-average IQ. Since everyone's experience with autism is different and uniquely theirs, it is important not to form preconceptions about a person with autism.

There is a large misconception when it comes to understanding what the autism spectrum entails. Often, people interpret the autism spectrum as a gradient when it is a spectrum.

Viewing the autism spectrum in terms of a gradient is improper as it disregards one of the distinguishing features of autism, which, as stated in the DSM-5, is the "uneven profile of abilities." As such, autistic individuals should not be viewed as "a little autistic" or "extremely autistic," like how paint color could be a bit red or highly red. However, the autism spectrum could be compared to the visible light spectrum as the various parts of the visible light spectrum are noticeably different, representing the vast array of characteristics that represents autism.

Pragmatic Language

Social communication: body language, eye contact, small talk, and taking turns speaking in a conversation

Social Awareness

Ability to pick up on social mannerisms, social norms, taboos; ability to form and maintain relationships.

Monotropic Mindset

Narrow but intense ability to focus, resulting in "obsessive" interests and difficulty switching tasks.

Information

Processing

Ability to apply new information quickly or adapt to new environments or situations.

Sensory

Processing

Ability to interpret sensory information; hypersensitivity or hyposensitivity to stimuli.

Repetitive Behaviors

Tendency to "stim" in response to varying emotions, which could be beneficial or harmful in nature.

Neuro-Motor Differences

The autism spectrum looks more like this: 24

Ability to control body movements: ranges from clumsiness to complete loss of ability to move with intention.

Using the visible light spectrum to represent autism disproves many common misunderstandings and misinterpretations. For instance, saying "we are all a little autistic" just because we exhibit one of the many characteristics of autism is equivalent to saying that we slightly represent a rainbow when you are just the color red. Again, it is crucial to remember that autism is not one but a myriad of traits.

Although some traits on the spectrum are less obvious and are not required for diagnosis, they are almost universally reported by autistic people. As such, all autistic individuals are affected by all or most of the traits mentioned. If an individual only exhibits one or two of these traits, they will be diagnosed with a more specific disorder.

For example, someone with sensory processing issues would be diagnosed with a sensory processing disorder. Someone who only has problems with body movement control would be diagnosed with dyspraxia or developmental coordination disorder. However, for a person to be considered autistic, they must have difficulty in multiple categories spanning the spectrum.

Here is how autism can manifest in three different individuals:

Case Study 1

This individual would most likely be described as "high functioning," even though their monotropic mindset might cause executive function problems and make it hard for them to live independently.

Pragmatic Language

Tends to miss subtle social cues

Interrupt or accidentally bore people

Forget to say hello or goodbye

Social Awareness

Monotropical Mindset

Does not think to reach for help when having difficulties

Obsessing over special interests, Find difficulty with task switching and multitasking

Struggles with executive function.

Understand written words easily

Information Processing

Excellent memory, but cannot follow verbal instructions

Struggles to navigate unfamiliar environments

Dislike certain sounds

Sensory Processing

Sensitive to light

Picky eater

Repetitive Behaviors

Neuro-Motor Differences

Fidget, sways body, tap fingers on desk

Trouble with coordination and manual tasks

This individual would conventionally be described as "severely autistic" since they are non-verbal and are easily affected by external factors. However, they absorb information easily and are academically gifted due to their strong information processing skills

Unable to speak due to motor problems

Pragmatic Language

Picks up on social cues well Understands subtle body language.

Interested in making friends

Social Awareness

Monotropical Mindset

Information Processing

Interested in popular culture

Suffers social anxiety

Tends to get fixated when stressed or upset

Has a wide variety of interests.

Faces difficulty adjusting to new locations and new people.

Has an photographic memory

Absorbs information instantly.

Sensory Processing

Repetitive Behaviors

Neuro-Motor Differences

Mild touches can burn like fire

Certain sounds can cause sensory overload.

Arms flapping

Humming or grunting

Body appears to have a mind of its own

Unable to control movement

Finds it difficult to move in a purposeful way,

Case Study 3

Given the proper educational accommodations and personalized support, this individual can live an independent adulthood. However, they could be held back if they are forced to sit still, be quiet, and learn conventionally.

Difficulty understanding emotions

Pragmatic Language

Needs communication to be clear and simple, without metaphor or figurative speech

Social Awareness

Monotropical Mindset

Does not pick up on social etiquette

Struggles to comprehend social rules

Strong fixation on tasks and dislikes being redirected

Negatively affected by changes in routine

Learns best when moving around

Information

Processing

Finds it hard to retain information when sitting still

A highly visual learner

Low sensitivity to sensory input

Sensory Processing

Repetitive Behaviors

Neuro-Motor Differences

May harm themselves when stressed or under stimulated

Constantly hyperactive and moving around

Can perform challenging physical tasks with ease

Addressing Common Myths MYTH

All individuals on the autism spectrum have 'savant' skills or special talents.

FACT

Only a small proportion (~10%) of individuals on the autism spectrum have exceptional abilities in areas like music, art, manual dexterity, memory, or mathematical calculations. Meanwhile, most individuals with autism have splinter skills, which refers to a high-ability performance in their chosen area of interest. However, it is also important to remember that autistic individuals, like neurotypical individuals, could be wellrounded in multiple areas and not exhibit a prominent unique ability or skill.

Individuals on the autism spectrum do not have feelings, which is why they cannot express emotions.

FACT

Individuals on the autism spectrum do and can express emotions. However, due to differences in sensory processing and social understanding, individuals with autism may express their feelings differently than neurotypical individuals. Understanding and accepting these differences is the key to promoting neurodiversity and the inclusion of autistic individuals.

MYTH

Autism can be outgrown.

FACT

Children do not 'outgrow' autism. However, some symptoms may be less prominent as the child develops or receive the proper interventions.

MYTH

Autism is the result of bad parenting.

FACT

Clear evidence from research concludes that autism is not caused by bad parenting but by a difference in the way the brain develops before the child is born.

MYTH

Vaccines cause autism.

FACT

Vaccines do not cause autism. The myth that vaccines cause autism emerged when a small study in 1998 suggested this possible link. However, upon further review, the study was retracted, and the author's medical license was revoked due to falsified information. Since then, numerous studies have debunked the connection between autism and the measles, mumps, and rubella (MMR) vaccine.

MYTH

Individuals on the autism spectrum avoid social contact.

FACT

Individuals with autism often try to make friends and socialize with classmates but face difficulty initiating and responding to social cues.

MYTH

There is a cure for autism.

FACT

There is currently no documented cure for autism. However, many types of therapies and early intervention programs allow people with autism to attain and build on specific skills. For instance, play therapy can help children improve their social and emotional skills, add to their language or communication ability, and expand the ways they interact with peers their age.

MYTH

Individuals on the autism spectrum cannot lead independent and successful lives

FACT

Given personalized support and education, children with autism can grow up to be successful contributors to society.

OUR INVOLVEMENT

How to Interact with Autistic Individuals

Eye Contact

Try not to force eye contact during conversations, as individuals with autism tend to avoid or have weak eye contact. Forcing eye contact could be pressuring for autistic individuals and could trigger an emotional response.

Speaking Volume

Some autistic individuals may be sensitive to loud sounds, so pay attention to your volume and speak with a soft tone.

Clear and Effective Communication

Autistic individuals could find processing information during conversation difficult. If too much information is presented at once, it can lead to an 'overload'. To communicate clearly and help with their information-processing ability, you are encouraged to

Speak slowly and clearly

Use specific keywords

Repeat important ideas

Use less non-verbal communication (eye contact, facial expressions, gestures)

Use visual aids when necessary

The Autism Conversation

How can we support autistic individuals? The answer to this question is complicated. Sometimes our actions, which appear beneficial on the surface, can actually be detrimental to autistic individuals. Here is how we can promote autism acceptance and show our support:

Equal Treatment

It is easy to feel sorry for someone with a neurodevelopmental disorder. However, doing so creates a superior and inferior power dynamic. To integrate autistic individuals into our community, we should treat them as one of us, as equals.

Recognizing Their Ability

Linking autism to a developmental disability often undermines the vast ability of autistic individuals. By focusing on what autistic individuals can do, we can forge an intersectional society where autistic individuals are recognized for their potential and abilities instead of their disabilities.

Accept, Not Tolerate

To achieve complete integration of the autistic community, verbal affirmations are simply not enough. Instead, all sectors of our society must collaborate to accept autistic individuals by providing opportunities and allocating resources.

Simply Listen

The autistic community is often represented by many voices. However, not enough emphasis is placed on the opinions of autistic individuals themselves. Instead of purely focusing on other's vision for the autistic community, we should also prioritize those on the autism spectrum.

Supporting Autistic Children in the Classroom

Although no two people with autism are alike, many demonstrate common learning characteristics. Educators with autistic children in their classrooms should be aware of these characteristics and understand how they impact learning to provide personalized support and create a more inclusive learning environment.

Common Learning Characteristics

Individuals with autism often demonstrate exceptional rote memory skills but may take longer to process information or find processing several pieces of information at once difficult.

Many individuals with autism can better process information when presented visually. Visual learners often benefit from pictures, hands-on activities, and concrete examples.

Unstructured time or extensive waiting can be difficult for many individuals with autism. Creating schedules or checklists can help ease the anxiety or confusion surrounding unstructured time. Educators could also consider having a box of wait time activities, such as books, toys, or sensory items, which can provide comfort for autistic individuals.

Wait Time toys:

Providing wait time toys in the classroom, such as stress balls, fidget spinners, or puzzles, can help autistic children relieve stress, stay calm, or block out uncomfortable sensory input. Additionally, having toys in the classroom for all students can play with can help autistic individuals make friends and connect with their classmates.

Individuals with autism may struggle with organizing their materials and multitasking. Teachers may need to instruct students with autism on how to arrange their resources for various classes, maintain order in their lockers, use an agenda, and gather supplies for homework. Teaching autistic children basic organizational skills from an early age would help them gain independence and prepare them for their future.

Some individuals with autism are high-achieving in multiple areas. Others could have high word recognition skills but poor comprehension or have high calculation skills but poor applied math problem skills. Educators need to identify the strengths and weaknesses of autistic children to help them further develop their strengths and improve upon their weaknesses.

Autism Acceptance: Creating an Intersectional Society

In order to create an intersectional society that embraces the autistic community, different sectors of society must collaborate to offer their support by allocating opportunities and resources to the autistic community.

Transforming the Education System

To prepare autistic individuals for success, we first need to transform the learning experience of autistic children. Children with autism will not benefit from being in a traditional classroom without accommodations such as curriculum revisions, adaptive equipment, visual support, or individual time with a paraprofessional. Educators can also adopt these six approaches to create the best learning environment for autistic students:

Appeal to the visual nature of autistic students: using many picture and demonstrations

Adopt strategies to reduce students' anxiety: provide warnings to changes and observe triggers to meltdowns Use clear and unambiguous language: try to avoid using idioms and sarcasm while teaching

Give students space for sensory reactions (ex. hand flapping, making loud noises)

Provide structure: a specific routine and explicit instructions

Help with social situations: protect students with autism from teasing and provide peers with some awareness of autism

Diversifying Autism Representation in the Media

Media coverage is one of the most effective ways of raising public awareness of autism. Unfortunately, autistic individuals are often portrayed in a stereotypical and simplistic manner, which can harm the autistic community and cause misunderstandings.

A study done in 2018 on media portrayals of autism spectrum disorder found that 46% of autistic characters on screen exhibit savant abilities, which are extraordinary abilities or talents, yet only 10% of autistic people in real life possess these skills. Autism is a complex spectrum that includes a variety of symptoms, making each autistic individual unique from one another. Limiting the entire autistic narrative could hinder the amount of support autistic individuals receive and place pressure upon autistic individuals to excel to a high level.

How to Change the Autism Narrative

We need to represent the diversity within the autistic community by including characters of varying races, gender, socioeconomic status, and sexuality.

We need to involve more autistic people in content creation by casting more individuals on the spectrum, recruiting more autistic people behind the scenes, and consulting the autistic community for feedback.

In terms of the content presented, we must highlight the varying issues that different populations have while growing up and living with autism. Ideas include sharing an autistic woman’s struggle with diagnosis or a person of color’s experience with the cultural stigma around autism.

Currently, more than 80% of autistic individuals are unemployed or have a low-skill level job that does not fully leverage their potential. The high unemployment rate has significantly impacted the lives of autistic individuals as it results in a lack of financial independence, forcing many autistic adults to rely on their families or government programs for basic living necessities, which can be damaging to their self-image and harm their sense of purpose.

One of the primary reasons why autistic individuals are frequently not hired is because of the flawed hiring process. Most jobs require an extensive interview process to access the fit of candidates based on their ability to answer questions and engage in casual conversation. However, unstructured interactions prove to be difficult for many autistic individuals, resulting in them being rejected before being able to showcase their many skill sets. By customizing their interview process to be more inclusive, companies would forge a more diverse community, increasing the diversity of thought.

It is important for companies to understand that autism is not simply a disability, but different ability. While some autistic individuals may have learning disabilities or mental health issues, many autistic individuals can pursue a fulfilling career given the proper support. Additionally, many autistic individuals demonstrate unique traits that are useful in the workplace. Like neurotypical individuals, those on the autism spectrum have various interests and talents. Thus, it is the job of companies to match the interests and talents of autistic individuals to a job that suits them.

Here are some aspects of autism that are useful to have in the workplace:

High Level of Concentration

Technical Abilities

Certain individuals with autism have an increased capacity for extended focus and the ability to hyper-focus on areas that interest them. Jobs that require immense concentration, such as computer programming or financial management, would be suitable matches

Strong Memory

Some autistic individuals can memorize and reference factual knowledge with ease. Individuals with declarative memory tend to excel in memory-based jobs:

Pharmacist

Bioinformatics scientists

Radio or television announcer

Historian Teacher

For detail oriented individuals, technical skills often come easily. Autistic individuals excel at completing every step in a process and engaging in the specifics of data processing and analysis.

High Attention to Detail

Certain individuals on the autism spectrum can quickly identify things others may miss, ensuring greater accuracy. Autistic individuals work particularly in automation and artificial intelligence industries. Several studies indicate that on average, autistic consultants find 10% more bugs than their colleagues when software codes.