WHAT IS AUTISM?

Understanding autism is very important and essential to truly grasp the extent of problems
faced by the autistic and how their ordeal can be furthered aggrieved by not recognizing their
rights.

Autism is a disorder of neural development characterized by impaired social interaction and

communication and by restricted and repetitive behavior. These signs all begin before a child is
three years old. It can however, not be characterized by specific symptoms as they can vary
from one individual to another.

The disorder can be classified as one of the five pervasive development disorders (PDD).
Concisely put the sufferer experiences abnormalities of social interactions and communication
with severely restricted interests and highly repetitive behavior.

A common misconception in the general public is regarding autism as a disease. Autism is a

neurological disorder in which the sufferer must learn to cope within the realms of their
diagnosis. More importantly, those around them must be aware of their limitations and learn to
adapt with the sufferer’s idiosyncrasies.
SIGNS TO LOOK OUT FOR

In order to receive a diagnosis of autism or a related disorder, children must meet a certain
number of behavioral criteria as described in the Diagnostic Statistical Manual of Mental
Disorders. In general, the criteria are applicable to children around the age of 3 or older, so
diagnosis at an earlier age is much more difficult. The six key symptoms have been narrowed
down to the following conditions:

1) Children don’t respond to their names and are oblivious to any sort of calling.
2) Eye contact is minimal and they don’t look directly at someone’s face.
3) They don’t show much interest in children of their own age.
4) They don’t point things or show objects to others like kids do.
5) Imitation factor is almost non-existent and they don’t smile much.
INSIDE THE TREATMENT LABYRINTH

The Centre for Disease Control and Prevention has recently estimated that about 1 in every 150
children faces some form of autism in U.S. What makes this disorder unique and difficult to
treat is the fact that every child may receive a different diagnosis of autism. Finding the right
combination for this complex condition is the real challenge. There is rarely ever any consensus
between doctors and researchers over the best course of treatment that should be used
resulting in a myriad of complex and usually expensive strategies for the parents to use.

Usually, autistic patients require intensive behavior therapy as well as assistance in speech and
language. The main concern in to make the quality of life better for the autistic person while
easing the family distress associated with it. Intensive, sustained special education programs
and behavior therapy early in life can help children acquire self-care, social and job skills and
often improve functioning and decrease symptom severity and maladaptive behaviors.

YOUR CHILD’S RIGHTS

The Individuals with Disabilities Act (IDEA) was revised in 2004 (and in fact, renamed the
Individuals with Disabilities Education Improvement Act but most people still refer to it as
IDEA). The law mandates that the state provide all eligible children with a free and appropriate
public education that meets their unique individual needs. 

The IDEA specifies that a child is legally entitled to receive early intervention services or special
education services if the child meets the state eligibility requirements that define disability.
Autism is mentioned specifically in the IDEA as a condition that constitutes a disability.
Therefore, if a child has been diagnosed with an ASD (Autism Spectrum Disorder), this diagnosis
is generally sufficient to determine that your child is entitled to the rights afforded by the IDEA.

The IDEA establishes an explicit role for a parent in planning and monitoring their child's
individual education program. The parent is entitled to be treated as an equal partner in
deciding on an educational plan that contains the elements that the child needs and requires.
This provision enables the parent to be a powerful advocate for the child.

The child is entitled to the least restrictive environment. This means that the child should be
placed in the environment in which he or she has the greatest possible opportunity to interact
with children who do not have a disability and to participate in the general education
curriculum. A child with a disability, if appropriate, should be mainstreamed to take classes with
other public school students without disabilities. This can sometimes be accomplished with
accommodations, or even a one-on-one aide to assist the child. The aide should be trained and
educated in autism.

The IDEA requires that the state provide special education services to children with disabilities
beginning at the age of three. Special education services are provided by local school districts.

The focus of special education is different from that of early intervention. Whereas early
intervention focuses on the entire family and seeks to minimize the overall developmental
impact of the child's disability, special education services ensure that the child receives an
adequate education, regardless of disabilities or special needs.

ADAM AND HIS BEST FRIEND ‘CELLO’

Like all children with autism related disorders, 8 year old Adam Walden from Los Angeles had
trouble interacting with others and developing any meaningful relationship. Learning to speak
has been a great challenge for little Adam and sometimes, he faces difficulty in recognizing the
human voice. He was rarely invited to any social events and even when he was, he used to hide
under his bed or show extreme reluctance in going.

But life took a positive turn for Adam once he was introduced to the cello. Recently admitted to
the Colburn School of Performing Arts, Adam has learned to communicate with others through
his music and performs regularly in recitals, where he loves to be on stage. A huge amount of
credit goes to her mother, Rosanne Walden who has fought for years to keep Adam in regular
classrooms. She has also sued the L.A. Unified School District to allow children with autism
access to gifted-learning programs. Now, after almost four years of intensive therapy and
treatment, Adam has improved to the extent where most people who meet him would just
think that he is a little eccentric. But like others suffering from the same condition, his progress
has been hard won.

THE DARK DEPRESSING REALITY

On October 17th, 2009, 17-year-old Tyler Long had had enough. After years of alleged bullying
at the hands of classmates in his Murray County, Ga., school system, Tyler had gone from a fun-
loving child to what his parents say was just a shell of the boy they once knew.
“They took his pride from him,” said his father, David Long. “He was a hollow person.”
Tyler had Asperger’s Syndrome; a form of autism that his parents say left him with unique
personality traits unpopular with his classmates. His mother, Tina Long, said Tyler was very rule
oriented as a result of Asperger’s and frequently reminded his classmates of the regulations
they were violating.
His parents said that Tyler’s behavior might have irritated his classmates, thus Tyler was marked
as different and a potential target for abuse.
“They would take his things from him, spit in his food, call him ‘gay, faggot’,” Long said.
His parents said they complained to school authorities about the pattern of bullying early on
but no action was taken.
“‘Boys will be boys’,” was the response Long said he got from school officials.

One morning, two months into his junior year of high school, Tyler Long changed out of his
pajamas and into his favorite T-shirt and jeans. He strapped a belt around his neck and hanged
himself from the top shelf in his bedroom closet.
“I stepped into the room and I found Tyler in the closet,” his father recalled, his voice shaking
with emotion. “I rushed over, picked Tyler up and tried to relieve pressure from his neck. I
started screaming for (my wife). I couldn’t get the belt off his neck. (Tyler’s younger brother)
brought me a knife and I cut the belt off his neck. We laid him down. We checked to see if he
was alive. But it was too late.”

Tyler’s parents have filed a lawsuit against the school, saying officials ignored the bullying that
tormented their son. Surprisingly, rather than take action the school refused even to have such
much as a moment of silence in Tyler’s honor, his parents said.
Perhaps even more shocking was the revelation that Tyler’s death was openly mocked in school
by the bullies and other classmates.

THE MISTAKEN PERCEPTION

Autism has been compared to a disease, rather than the variation in functioning preferred by
supporters of neuro-diversity with an attendant focus on the burden placed on society in caring
for autistic individuals. Caring for individuals with autism has been compared to treating a
patient with cancer, though extended over the duration of a normal lifespan. Autistic children
have also been described as being held hostage to a psychiatric disorder. Others have used the
term "mad child disease" to describe autism which some autistic individuals and their parents
have found highly offensive. Autistic rights activists also reject terming the reported increase in
the autistic population as an 'epidemic' since the word implies autism is a disease.

Attempts have also been made to place a figure on the financial 'cost' of autism, addressed to
both scholarly and popular audiences. These efforts have been criticized by some autism rights
advocates, comparing it to the now-reviled eugenics movement in the early 20th century.

Other common misconceptions which are believed by many people that are completely
baseless are as follow:

1. Asperger syndrome is a made-up excuse for badly behaved children. 

This is incorrect.  It is very real and has its own set of diagnostic criteria.

2. Autistics cannot be educated.

  This theory is incorrect.  With enough support, they can reach their full potential.

3. Autism is caused by cold, unemotional parents. 

Wrong, autism isn’t related to the way parents bring up their children.

4. Autism is caused by mercury. 

Not true, autism is a neurological variant, not a form of mercury poisoning.

5. Autism is rare.
  Actually, it affects 1 in 150.

6.  Autism is the result of emotional stress. 

This belief is incorrect, since autism is a neurological variant, completely organic.

7.  Autistics don’t have tear ducts, so they can’t cry. 

This is ridiculous. They express their emotions in a different way than the general population.

8.  Most autistics never marry. 

This is incorrect, too.  Interests are shared and they are like each other when they meet
another person with autism, so they can marry.

9. Only children can have autism. 

This is wrong. They can grow into adults with autism.

ACTIVISTS AND REFORM GROUPS

 Autism Network International (ANI) is a self-advocacy organization that was founded in

1992 by autistic individuals.
 Autistic Self Advocacy Network (ASAN) is a self-advocacy organization founded by Ari
Ne'eman to represent the autistic community and further the autism rights movement.
 Aspies for Freedom is a web-based organization for the autism community that has
more than 20,000 members.

Several events are held by the above listed organizations to promote awareness amongst
people and fight for the rights of autistic people. The ANI annually hosts Autreat, a retreat-
style conference developed to allow autistic individuals to meet, socialize and learn
advocacy skills in an "autistic-friendly" environment. It was founded in 1996.

In 2005 Aspies for Freedom founded Autistic Pride Day. Every year on June 18 events are
held across the globe.

Advocates have implemented several experimental programs for alternative education for
individuals on the spectrum. For instance, the School of ASPIE (Autistic Strength, Purpose
and Independence in Education) in Boiceville, NY aims to help autistics cope with a non-
autistic world, but stresses that it is acceptable and expected that they "act autistic".
CONCLUSION

Autism is a neurological variation, not a disease.  Because every human is a human being, they
deserve the same dignity and respect as other people.  Autism is not negative, it can also be
positive – many people with autism can achieve great things in science, mathematics, writing,
and art.  They are also logical thinkers and can be overly literal, so many people think they have
no humor- they do but in a completely unique sense which needs to be understood

Many of us believe in cultural diversity.  It’s time to support neuro-diversity (tolerance of

people regardless of neurological wiring) as well as trying to form a bond with autistic people
who have every right to live in this world like normal, ordinary human beings.

- Azain Tariq