Supporting Inclusion

Inclusion is a right

WHO states that everyone, including autistic people, has the right to the highest attainable standard of physical and mental health. It also reports that autistic people often face stigma and discrimination, including unjust denial of health care, education and opportunities to take part in their communities; that they have higher rates of unmet health needs; and that one common barrier is health care providers’ limited knowledge of autism. In May 2014 the World Health Assembly adopted a resolution on autism, supported by more than 60 countries, calling for inclusive environments and support for caregivers.

What inclusion means in practice

CDC says awareness can promote inclusion and connectedness, and that social and community support can help autistic people reach their full potential. The Autistic Self Advocacy Network describes a society built for non-autistic people — which makes daily life more demanding for autistic people — and states that autistic people deserve understanding and acceptance, with equal access, rights and opportunities. Inclusion, then, is not just being present in a room: it means the room is designed so an autistic person can take part.

At school

The American Academy of Pediatrics notes that schools can provide individualized education services, and that many autistic children do well over their lifetimes, especially with support, services and a sense of community connection. Peer understanding matters too. The Organization for Autism Research’s Kit for Kids program teaches students in grades K–8 about their autistic classmates through an illustrated booklet, What’s Up with Nick?, with the message that autistic students may think differently or need accommodations, but all students deserve equal treatment — and that this builds a more inclusive classroom. Kit for Kids.

At work and in the community

The Organization for Autism Research names employment as one of the biggest societal barriers autistic people face, and offers employment mentoring, college and high-school resources and scholarships for autistic self-advocates. CDC notes that as individuals leave high school, additional services can improve health and daily functioning and support social and community engagement. Community events designed with sensory needs in mind, clear expectations and predictable routines are practical ways organizations can open their doors.

Everyday ways to include

• Communicate directly. ASAN asks others to state their feelings plainly rather than relying on hints.
• Respect all forms of communication — speech, AAC devices, pictures, gestures and behavior.
• Accept stimming. ASAN explains that movements such as rocking or humming help with sensory regulation.
• Plan for sensory needs. Quiet spaces, dimmer lighting and advance notice of changes reduce the load.
• Ask, do not assume. Ask the autistic person what helps and how they prefer to be described. Autistic perspectives.

“Nothing About Us Without Us”

ASAN’s closing principle applies to inclusion most of all: autistic people should be part of decisions that affect them — in classrooms, workplaces, clinics and community programs. Families can model this by including their child’s voice in planning from the start.