Autism: From Awareness to Meaningful Inclusion
A child covers their ears as the room fills with sound. A service staff furrows their brow and hesitates to approach customers in a fast-moving restaurant. A teenager repeats the same phrase over and over to acknowledge what is on their mind.
This may be a frequent experience for autistic individuals, and can unfortunately generate misunderstanding. This article hopes to bridge a gap in understanding autism, guided by a belief that if we are willing to expand our understanding of communication, connection, and behaviour to include people who are wired differently, we can be much closer to offering meaningful inclusion for people with different minds.
What is autism?
Autism is a neurodevelopmental condition, meaning a brain with autism is differently structured with differences in brain functioning. The differences in brain structure influence how an autistic individual interacts with others and experiences sensory input. It can also be challenging to develop social skills and ways of emotional expression and regulation, requiring specialised training and support. At the same time, if we get to know someone who is autistic, we will see that they have a rich inner world and unique ways of relating to others.
The clinical diagnosis for autism is Autism Spectrum Disorder (ASD). The spectrum suggests that each person experiences this condition differently. Autistic persons may demonstrate different levels of abilities and traits (you may have heard of someone being described as having ‘high-functioning autism’ before). A care plan for autistic persons would be helpful if it is individualised to consider the person’s specific needs and abilities and also informed by their unique personality and preferences.
What are signs that someone may have autism?
Some traits of autism include:
- limited eye contact
- repetitive movements or speech
- pursue interests with great intensity
- value having undisrupted routine
- robotic-seeming tone of speaking
- sensory hypo- or hyper- awareness
- limited interest in social interaction
- engagement in solitary activities, self-talk, being ‘in their own world’
- meltdowns (intense response to emotion or cognitive overload, or too little/too much sensory input)
Autistic persons have different regulation systems, with different factors that can bring them closer to overwhelm. They also have different ways of regulating and may express themselves more with behaviours than with words. Self-soothing for autistic persons can look like pre-occupations, sensory engagements, or having self-agency.
Depending on the autistic person’s interests as an individual, we can find a medium to connect with them through art, such as drawing, painting, animation, clay, music, playing an instrument, or by engaging with them in an area they are passionate about.
Understanding autism beyond the diagnosis
Autistic persons may be open to connection too
While a person with ASD may engage in solitary activities and display limited social skills, it does not mean that autistic persons are uninterested in human connection. Autistic persons may experience barriers to reading others’ emotions and expressing their own feelings, however they can also be kind and caring, and thrive when they feel loved and supported (as we do). Feeling cared for helps them know that they are loved for who they are, and musters confidence to build upon their abilities and meet others.
When receiving love and care, a different channel of human experience opens for them, and they will learn the actions to express their care to others. Alongside their experiencing of love, having support to develop social and communication skills with consistent practice or role-playing can make it possible for autistic persons to connect with others and form fulfilling relationships.
Meltdowns help them communicate a need
A meltdown is an intense, at the same time, involuntary response to an autistic person feeling overwhelmed. It is not an attempt to ‘get’ their way or achieve something (as one may associate with a tantrum). A meltdown could be the only way to express something is wrong (perhaps a disruption to their routine) when they are unable to communicate this in words. In these moments, an autistic person may need a private space, or to have something that is comforting to support them through these intense feelings.
A different way of relating to the world
Some behaviours displayed by autistic persons may not immediately be understood by others, such as laughing to self or repeating phrases, which people may perceive as atypical. These behaviours could be how an autistic person engages with their world or regulates themselves in an environment.
Autistic persons can also be direct in their speech, which may unintentionally offend (it can also be funny and endearing when we understand this is part of their condition). With education, support, and practice, autistic persons can cultivate perspective-taking and construct an understanding of actions that are appropriate and inappropriate in the community and in different social settings. They can develop a social script that adheres to social boundaries and be guided by this in their interactions with others. This can build the confidence of autistic individuals to engage and be who they are within the frame of appropriate social behaviours, facilitating their integration into the community.
Autistic persons can develop skills
While autistic persons may experience difficulties interacting with others and have special needs due to how differently their brains are structured, they are capable of developing skills. If engaged in interventions and specialised training tailored to their level of abilities and needs, autistic persons can meet the appropriate milestones and develop communication and life skills. Some may also be able to find employment, form lasting relationships, and gain independence.
Extending compassion to caregivers of autistic persons
When we observe a meltdown in public, we may also see a caregiver trying to manage the situation alongside the autistic person. These struggles could be daily life for autistic persons and their caregivers.
Autistic persons and their caregivers have expressed being on the receiving end of glares or remarks from others that can be hurtful or excluding. To foster an inclusive environment, we can learn that there are alternatives to responding to the situation that show kindness and understanding. A simple thing we can do is to give autistic persons and their caregivers space when sensing a meltdown or behaviours that may align with autism in public, recognising that these situations may impact them more than it affects us, as someone on the outside.
When we understand more about autism, it will be easier to leave judgment at the door and access patience and compassion when we notice a difference in others. We can guide our responses towards what we initially experience as ‘uncomfortable’ or ‘inconvenient’ to understanding that this could be an autistic person being who they are and is trying to adapt to their environment, with caregivers who are doing what they can. Showing compassion over impatience can take a layer of pressure off caregivers and autistic persons when they are out and about in the community.
How can we contribute to a more inclusive community?
Just your intention to understand more about autism puts us forward in building a more inclusive community for different minds in a shared world. Other actions we can take include educating others about how persons with autism experience their condition and the struggles they face. People may know of autism, however, some of us may carry misconceptions that contribute to the distance from connecting with autistic persons. We can share with children why autistic people may engage in the world differently as they are built differently, also mentioning their unique qualities, so we can nurture an appreciation of diversity from young.
We can support businesses that employ autistic individuals. These are places where we can recognise the capabilities of autistic persons and encourage them for the strengths they demonstrate, being beneficiaries of their hard work and talents.
We can also check-in with caregivers of autistic persons, acknowledge their challenges, let them know they are seen, and provide connection or support where needed.
Another way to shape a neurodiversity-affirming community is by consulting neurodivergent individuals, including autistic persons on the environment that would best support their integration. When we learn what brings an autistic person comfort, what fulfils their sensory needs, or what helps them feel settled in an environment, we can create these physical and social environments accordingly.
We all deserve to experience an environment that feels safe and comfortable. When we make space for different ways of being, both physically and emotionally, we also make space for each individual's unique strengths and gifts to shine.
References
Chen, M. (2025). Integrating individuals with autism spectrum disorder into society: Strategies and challenges. ResearchGate. https://www.researchgate.net/publication/396635317_Integrating_Individuals_with_Autism_Spectrum_Disorder_into_Society_Strategies_and_Challenges
Ha, S., Sohn, I.-J., Kim, N., Sim, H. J., & Cheon, K.-A. (2015).
Characteristics of brains in autism spectrum disorder: Structure, function and connectivity across the lifespan. Experimental Neurobiology, 24(4), 273–284. https://doi.org/10.5607/en.2015.24.4.273
National Institute of Mental Health. (2025). Autism spectrum disorder (NIH Publication No. 25-MH-8084). U.S. Department of Health and Human Services. https://www.nimh.nih.gov/sites/default/files/documents/health/publications/autism-spectrum-disorder/autism-spectrum-disorder.pdf
