AUTISM IS NOT THE END OF THE WORLD BUT THE BEGINNING OF A DIFFERENT WORLD
For many years, Autism Spectrum Disorder (ASD) was treated as something strange, enigmatic. In recent decades, however, so much has been written about the difficulties of these individuals that almost everyone knows what a person with ASD cannot do. But how many are aware of what a person with ASD can do?
Apart from problems in communication and sociability as well as the existence of stereotypes, they have certain skills (skill islands), to which we must pay the necessary attention to help the functionality of these individuals. A study conducted by researchers from the University of Montreal and Harvard estimates that individuals with ASD are 40% faster in solving specific problems than individuals without autism.
Their selective attention, which concerns the ability to recognize details and changes in their environment, makes them particularly capable in activities that require concentration and organization.
Their good visual and auditory memory helps them memorize large texts, accurately maintain daily routines, draw with fidelity, and recognize auditory patterns even though they haven’t been taught. Additionally, they perform difficult mathematical operations mentally and memorize maps, car brands, information, and facts.
Their reading ability helps them learn to read from a very young age without even needing reading rules. They can read entire words without breaking them into syllables.
Their good performance in practical subjects such as mathematics and visuospatial information makes them particularly capable in solving difficult problems, complex constructions as
well as in using computers.
Finally, their obsessions with specific activities (e.g., collecting all information related to a specific field) are a powerful tool on which we can rely to train them in areas where they lag behind. For example, if a child has memorized all bus routes and has maps and diagrams for the routes, we can use the map or bus stops to create a program that we want the child to follow and generally become autonomous very quickly in using public transportation.
It is important, therefore, to emphasize the ABILITIES of individuals with ASD (whether they have one or many of these) and not the difficulties, to respect their different perception mechanism and to educate them accordingly, so that they understand what we teach them and not try to change them and “force” them into a specific type of learning.
“Stop trying to change me into ‘normal’. Help me work with my autism and survive with it in the community” (M. Stanton)
Taking into account their abilities, it is not unlikely to see individuals with ASD being excellent artists, painters, office employees, computer operators, librarians, gardeners, mathematicians, and any other profession they desire.
Finally, let’s not forget that every person, whether they have ASD or not, is different. It is therefore necessary to treat each individual with ASD as a separate personality, to recognize their abilities, and to help them offer the maximum of their potential.
Perhaps, after all, focusing our gaze on abilities and positives is something worth trying for every child and every adult? Recognizing the positive potential of every human being is not just an act of encouragement; it’s an investment in a more inclusive, supportive, and humane society.
