Autism Acceptance: Carrying April’s Message Forward All Year

In 1970, researcher Bernard Rimland proposed April as Autism Awareness Month. It wasn’t until 18 years later, in 1988, that President Ronald Reagan declared this a national month to celebrate Autism Awareness. This movement has continued to spread worldwide, with many countries now recognizing April as World Autism Month. The United Nations recognizes World Autism Awareness Day on April 2nd (Autism Speaks, n.d.). As Autism Acceptance and Appreciation Month comes to a close, let’s reflect on what autism acceptance means and how we can continue to model it in our communities:

Why “acceptance?”

Autism acceptance helps to bring attention to both the unique abilities and challenges that individuals with autism and their families may experience, particularly in environments that are not designed with neurodiversity in mind. It pushes the narrative further than ‘awareness’ of autism, towards cultivating receptive environments in which Autistic individuals are warmly welcomed and supported.

What is Autism Appreciation?

Autism appreciation means taking a step further in our understanding of autism to highlight the strengths found in many Autistic individuals. It notes the unique abilities and achievements obtained by members of the autism community while challenging common forms of criticism and stigma. Appreciation changes the way that we view neurodiversity, creating a space in which those on the spectrum are seen as holding important roles in society. 

Common strengths often seen in Autistic individuals:

• Honesty

• Creativity

• Curiosity

• Passion for interests

• Authenticity

• Great attention to detail

• Visual learning skills

• Skills in deep focus and concentration

• Persistence/Resilience

• + Many more!

Continuing Conversations Beyond April

Continuing practices of autism acceptance into daily life takes many different forms. Small, ongoing actions may include talking openly about differences, practicing inclusion at work, in school, and in daily interactions, or through increased education about neurodiversity. Other actions may include involvement in autism advocacy groups, such as Autistic Self Advocacy Network (https://autisticadvocacy.org/book/welcome-to-the-autistic-community/), Autism Society of America (https://autismsociety.org/ ), Autism Speaks (https://www.autismspeaks.org/), or through supporting local laws and policies that assist educational and medical supports for individuals with autism. 

Children joyfully holding hands and spinning together on a grassy field, embodying the spirit of play and friendship.

For parents:

Modeling practices of inclusion for children has a widespread impact on the types of communities that we create. Think about the type of language that you use to describe others, and the ways that you choose to interact with them. Try to refrain from “othering” individuals through using terms like “weird” or “strange” and instead highlight ways that you can be more supportive of individual differences. With children, be aware of how you celebrate alternate styles of learning and differences in the levels of support needed. 

In addition to modeling inclusive language and behaviors, you can continue lessons from Autism Acceptance Month by teaching your child about differences in communication and the importance of patience and respect towards others. Many Autistic individuals require longer periods of time to respond to questions or to follow instructions. Some use communication devices to respond to others. For a child who hasn’t been exposed to individuals who have different communication styles, they may feel unsure about how to respond or initiate play. Further, many Autistic individuals may communicate differently, including differences in eye contact. They may also interpret or respond to social cues differently than a neurotypical child. If your child has not spent time with or learned about Autistic individuals, they may feel unsure or overwhelmed when encountering differences they don’t yet understand. You can help prepare your child for interactions with children with Autism Spectrum Disorder by normalizing commonly seen differences as well as strengths, while acknowledging that all Autistic individuals are unique. 

Families with Autistic children may face unique challenges when going out in public. Due to sensory sensitivities, which result in children experiencing sensory experiences differently, and difficulties with self-regulation, Autistic children might experience periods of increased distress during otherwise typical experiences, such as going to the grocery store. To support them, these children may wear headphones or bring items that help them to feel calm. Transitions or unexpected schedule changes may require more energy or support than what a neurotypical person might expect. If you see a child who is dysregulated in public, you can extend kindness by refraining from staring and giving the family space to support their child. Many parents of Autistic children fear taking their children in public due to perceived judgment and unwanted criticism. Because traditional discipline strategies may be less effective for some Autistic children, you may see a parent encouraging their child’s positive behavior (even if a negative behavior recently occurred) or refraining from addressing negative behaviors while they are occurring. This might appear confusing to someone who does not have experience interacting with this population, and they may even assign judgment to the parent, assuming they are being permissive. Your child may also not understand the interaction and question why the child didn’t “get in trouble.” Through teaching your children about these differences and offering them strategies to stay patient, you can continue to support families and Autistic children to help them feel understood and accepted. 

Every individual’s needs look different. We all come with our own set of personal strengths and challenges and should be allowed to exist in a society that accepts and welcomes each person as they are. 

If you would like to continue to learn about autism or teach your child about individual differences and strengths, consider the following list of book recommendations:

• “All My Stripes,” by Shaina Rudolph and Danielle Royer

• “I See Things Differently,” by Pat Thomas and Claire Keay

• “Masterpiece,” by Alexandra Hoffman

• “Just Ask!” by Sonia Sotomayor

• “The Girl Who Thought in Pictures,” by Julia Finley Mosca 

• “In a Different Key: The Story of Autism,” by J. Donvan and C. Zucker

• “All Cats Are on the Autism Spectrum,” by Kathy Hoopmann

• “Maybe Autism is My Superpower,” by Ben Blanchet

• “The Awesome Autistic Go-To Guide: A Practical Handbook for Autistic Teens and Tweens,” by Yenn Perkins and Tanya Masterman

• “The Survival Guide for Kids with Autism Spectrum Disorders (And Their Parents),” by Elizabeth Verdick and Elizabeth Reeve, MD

• “The Asperkid’s (Secret) Book of Social Rules: The Handbook of Not-So-Obvious Social Guidelines for Tweens and Teens with Asperger Syndrome,” by Jennifer Cook O’Toole

• “Different Like Me: My Book of Autism Heroes,” by Jennifer Elder

References: Autism Speaks. (n.d.). Autism Speaks. https://www.autismspeaks.org