Little understood but more common than many realise, Autism Spectrum Disorder (ASD) is a condition that often leaves individuals living with it – and their families – feeling isolated and marginalised. With April being Autism Awareness Month, the time is ripe to promote understanding, acceptance and inclusion in society of individuals with ASD.
ASD is a heterogeneous, multi-factorial developmental disability in which an unusual pattern of development takes place during infant and toddler years, according to Prof. Rorisang Machailo, deputy director of the School of Nursing at the North-West University’s (NWU’s) Mahikeng Campus.
“It is characterised by persistent impairments in reciprocal social communication, social interactions and restricted and repetitive patterns of behaviour, interests or activities,” she says.
Social communication can be a challenge
Outlining the key signs and characteristics associated with ASD, Prof. Machailo says “Individuals with ASD may present with differences in social communication including limited eye contact, difficulty interpreting social cues and challenges in starting or maintaining conversations.
“Speech and language differences may include delayed speech development and repetition of words or phrases. Repetitive behaviours and routines, sensory sensitivities and difficulty expressing feelings or understanding the emotions of others may also be present.”
Busting myths
She says it is important to correct inaccurate beliefs and misconceptions that influence understanding and responses to autism
“Autism misconceptions include the myths that it can be cured, that it is caused by vaccines or bad parenting, and that people with autism do not want friends or relationships. In reality, many autistic individuals want connection but may find social interaction challenging or overwhelming,” says Prof. Machailo.
Another myth is that autism can be outgrown. It cannot; however, people living with ASD can learn skills and strategies to navigate the world more comfortably.
Individuals with ASD face challenges in educational and workplace settings, she says, highlighting barriers related to access, structure and environmental demands.
“There are limited educational facilities available. In other instances, facilities are non-existent. Where scanty private educational facilities are available, they are expensive.”
Structure and support are vital
“Many individuals diagnosed with autism do well with structure,” says Prof. Machailo. On the other hand, sudden shifts in tasks or unexpected change is difficult to manage, often resulting in anxiety or reduced performance.
“Offering predictable routines and notice of changes in advance is supportive. Open-plan offices and background noise or strict dress codes can cause significant stress. Providing quiet workspaces or allowing noise-cancelling headphones will assist.”
She says the role of communities, healthcare professionals and educational institutions remains central to strengthening support systems for individuals with ASD and their families.
“The provision of affordable and accessible educational facilities is important to intensify empowerment. Financial support is also critical as taking care of a child with autism often needs specialised treatment. It is also helpful to establish support groups for parents as they can learn from each other and develop networks of support. These factors will assist to promote quality of life for both caregivers and children,” she says.
With understanding and support, people with ASD and their families will feel included in communities and society at large.
Prof. Rorisang Machailo
