The definition and diagnosis criteria for Autism Spectrum disorder have undergone gradual changes. In 2013, American Psychological Association revised its diagnostic criteria for autism. It is now called ASD (Autism Spectrum Disorder). This spectrum can include a non-verbal child having intellectual impairment on one end and a genius scientist or mathematician who is preoccupied with his/her work on the other end. Persons on the spectrum struggle in developing and maintaining social interactions, developing language and communication skills and have certain stereotypical, repetitive behaviours.
A perspective of looking at ASD as neuro-diversity has brought about more possibilities and a certain positivity. Neuro-diversity advocates that conditions like the ADHD and autism spectrum disorder should be considered as a social category like gender or age group, where individuals are genetically wired to process information differently.
In the last two decades prevalence of autism spectrum disorder (ASD) has increased dramatically. In 2012, a global review estimated a prevalence of 62 cases per 10,000 which is overwhelming. Every year April is observed as the Autism Awareness month. The colour blue is used to symbolize autism acceptance. In Pakistan, awareness about autism spectrum disorder has improved gradually in the last decade or so. There are several NGOs and parent support groups working for autism awareness and acceptance. Awareness walks, seminars and social events are organized during the month of April.
It is saddening to know that in the Punjab where the government has established special schools at tehsil level and 292 schools are providing services to almost 35,000 special children, we rarely see a student who is on the spectrum. In 2017 I did a research with my colleagues on pre-vocational facilities for students with autism. Apart from private and NGO-run schools, three government schools in Lahore and Kasur were contacted. All reported that they had no students with autism. A content analysis of the admission policy of the Department of Special Education showed that certain clauses and conditions for admission are a hindrance in letting children with ASD into school.
The Special Education Department was established in 2003. The specialized schools it runs are for four types of special needs i.e. hearing impairment, visual impairment, intellectual impairment and physical disabilities. There are specialized schools for slow learners as well. Either separate schools are established for any one special need or there are centers where children with all four special needs are provided education and training.
It is saddening to know that in the Punjab where the government has established a special school in every tehsil and 292 schools are providing services to almost 35,000 special children, we rarely see any student who is on the spectrum
Officials from Special Education Department have frequently said that students with ASD require very structured instructional and therapy services. In the current structure of the department it is not easy to accommodate them in a specific school programme.
Now that we are at the verge of developing a policy for the Special Education Department, it is high time to voice the need for development of academic facilities for students with ASD in government-run special schools. This can be done either by establishing ASD wings in schools for intellectual impairment, where already qualified and experienced teachers, psychologists and speech therapists are available, or in the schools for slow learners, which were established primarily to cater to the needs of children who were left out of schools due to socio-economic or marginal challenges in learning capacity. These schools can be upgraded to accommodate students with neuro-diversity such as ASD and ADHD. Having participated in some consultations on policy development, I strongly believe that the department officials are committed to improving the standards and reach of the services. But a serious upgrade of programme delivery structure is required to re-scale the scope of services. I hope that in the future we will see more students with ASD in government-run schools.
Providing teaching and training facilities for children with ASD is challenging and rewarding at the same time. Autism is a spectrum and children on the high functioning side can do wonders in areas of their interest. In 2006, BBC produced a documentary called A Woman Who Thinks Like A Cow.
It featured Dr Temple Grandin who has a legendary ability of understanding animal behaviour and reading animal mind. Dr. Grandin has a PhD in animal science. Her autism enabled her to think how cattle felt while moving through different areas of cattle farms.
Her ability to think in pictures and going through minute details made her the designer of cattle facilities which are today used in almost half of the United States. We can hope to see people like Dr. Temple Grandin in our country if we provide the appropriate facilities in our schools for autistic children.
Dr. Grandin said during an interview, “if there is a cure for autism available, I will prefer to stay the way I am. My behaviour is purely logical; I sometimes wonder how illogical other people can be”. We should all learn to cherish neuro-diversity in the world. It brings more depth, colour and logic into our world.
The writer is a Director Programs & Projects at Rising Sun Education & Welfare Society