Volume 33 Issue 10 05 Apr 2024 26 Adar II 5784

Autism Awareness Day

Kezia David – School Counsellor

Autism awareness and acceptance 
Moving towards a greater understanding

On Tuesday 2 April 2024 it was World Autism Awareness Day, and April is focused on raising awareness in general around acceptance for Autistic Individuals.

Autism is a condition that affects how a person thinks, feels, interacts with others and experiences their environment. Dr Stephen Shore, an autism advocate who is on the spectrum, said, “If you’ve met one person with autism, you’ve met one person with autism.”

This highlights the diversity of experiences linked with Autism, and Aspect estimates that 1 in 70 people are on the autism spectrum and that each person has an individual journey unique to them.

 

In recognition of Autism Awareness, the following has taken place this week at School:

  • Guest Speaker – Marissa Ely – Marissa spoke at both High School Assembly and to Years 5 and 6.

    Guest speaker – Marissa Ely

    Marissa runs the social network site Maroubra Community and previously worked for Maccabi NSW Basketball Club. Marissa shared her experience of Autism with students and spoke about acceptance and how she believes we can move towards a more inclusive society.
  • House Assemblies – student leaders ran an activity in Houses to educate and inform students about what Autism is, and some of myths and preconceptions associated with Autism.
  • Student Voice – posted definitions and facts about Autism to the student leadership Instagram (Madstagrm) page.

Whilst we formally recognised Tuesday 2 April 2024 as Autism Awareness Day, there have been many who have advocated for the name to be changed to Autism Acceptance Day. Many have wondered, what is the difference? With autism awareness, the focus was aimed towards informing and educating the general public about autism, its symptoms, and its impact on individuals and families. Autism acceptance goes beyond awareness, and places emphasis on understanding, inclusion, and equal opportunity. It focuses on supporting and valuing Autistic individuals by recognising their unique strengths and challenges.

There are many within our community who are neurodivergent, and this often poses questions about how we promote acceptance within the society we live in which is often set up around neurotypical brains and processes. At Emanuel, we are constantly evaluating how to best support those in our community who are neurodivergent within the school structures that are in place, and how to support families where there are wider challenges within the community. We also seek to celebrate the unique journey that each student is on, and their successes big and small.

So, what can we do as a community to become neuro-affirmative and inclusive?

  • Encouraging our children to be open to the idea that ‘all of our brains work differently’ and that no one way is better than another. All of us are individuals, with different needs, wants and interests. Whilst our needs might not all be the same, it does not mean that any person’s need is less important to be understood. The more we can understand about a person, the more we can promote acceptance around our differences and not just our similarities.

  • Educating ourselves around Autism and becoming aware of the challenges that Autistic people face, within a world which caters to the dominant standard of what is “normal”. Whilst there are many efforts both in our school and the wider community to be neuro-affirming and inclusive, there are also factors which can be problematic based on systems in which we live. Being aware that there are also myths and stereotypes of Autistic people historically in film/TV also has provided one view of what being Autistic means.

  • Being conscious of the language that we use, and to speak with those who we know are neurodivergent about what they feel is respectful for them. Research has shown that the majority of Autistic people prefer Identity First language such as ‘Autistic Individual’ or ‘Autistic person’ verses ‘Person with Autism’. The idea behind this is that Autism is not something that a person can be separated from – it is a lifelong condition that can affect someone’s everyday functioning. Person First language however e.g. “A person with Autism” encourages the idea of seeing a person not only as the diagnosis that they have. Therefore, we need to understand what each person finds respectful and affirming in their own journey.

  • Seeking to normalise and take away taboos associated with being neurodivergent by promoting supportive conversations within social groups outside of school. If another parent said to you “my son has been diagnosed with a condition that affects their mobility”, usually a response would be one of care, support, and curiosity of how to assist the needs of their child and the family. The same way we would question, “does he need help to get around the school and would he like my son to carry his bag for him”; we can seek to understand the challenges faced by neurodivergent students and promote the same care and concern among their peers and us as a parent community.

There are lots of wonderful resources available which are neuro-affirming and educational – here are a few examples: