He Spectrum disorder Autism (TORCH) is a complex neurobiological disease that affects brain development, resulting in creates challenges in communication, social interaction, and flexibility of thought and behavior of those who present it. As it does not manifest itself through visible physical characteristics and varies considerably from person to person, ASD remains a little-known reality for many people and is surrounded by myths that make social inclusion and understanding its causes difficult. characteristics and capabilities.
How ASD manifests can change throughout lifewith phases of greater or lesser need for support, which makes a global and continuous approach necessary in the different areas of life: education, employment, social relations and community participation. Combating prejudice and promoting a better understanding of ASD is essential to building an inclusive society that values diversity and allows each autistic person to participate fully in social, educational and professional life, developing their potential in an environment of respect and respect. support.
In statements to OKSalud, Maria Verde Cagiaopsychologist in the field of autism research in Spainaddresses current challenges facing the group, focusing on the specific needs of young people with ASD in areas such as education, employment and independent living. The expert emphasizes the importance of an inclusive, evidence-based approach to providing the necessary support which guarantee a better quality of life and participation social.
QUESTION.-What do you consider to be the main challenges that young people with ASD face in their social development and in their daily interactions?
ANSWER.– The main barrier faced by young people with autism concerns their opportunities for social and community participation. On the one hand, the social codes and interactions that we manipulate on a daily basis, with their nuances, their double meanings and their sometimes twisted intentions, can constitute a real challenge for them. On the other hand, non-autistic people also experience significant difficulty and resistance in adapting to their forms of communication. Additionally, many environments and services lack the cognitive and sensory accessibility measures necessary to ensure their right to participation.
Q.–How does a lack of social understanding affect inclusion opportunities for young people with ASD?
A.- These challenges affect them from childhood, already in school, and accompany them in their transition to adult life, making it difficult for them to access social circles, community services, training and employment offers and, ultimately , putting obstacles in their lives. independent and autonomous.
Q.-How do communication and social interaction difficulties impact the mental health of young people with ASD?
A.- Of course, all of these obstacles impact their mental health: 1 in 7 autistic people report experiencing emotional or mental health difficulties throughout their life, and the risk and prevalence of suicide in this group is higher than in the general population. . This responds to a whole life punctuated by difficulties and obstacles: early attention which often arrives late, poorer general health, a very high unemployment rate, a lack of autonomy, etc.
Q.-In your opinion, what myths or erroneous beliefs about ASD hinder the inclusion and development of young people?
A.- There are many myths around autistic people, for example that they prefer to isolate themselves or not socialize. In the same vein, their interests, often very concentrated, are perceived as extravagant and can give the impression of not sharing their interests with others. This is not the case in most cases, but their social approaches seem rather inadequate, atypical and sometimes even excessive. All this can generate a lot of social rejection towards them.
Another myth that can be particularly damaging to the group is that of “savant syndrome,” which states that all autistic people have above-average intelligence or have special abilities. We know that this is not necessarily the case, there are autistic people with very different intellectual qualities and imposing these expectations on them can lead to misconceptions, conflicts or negatively affect their self-esteem.
Finally, the misconception that autism is a male disease means that many autistic women are invisible and later have access to specialist diagnosis, and therefore the support they need in their daily lives.
Especially during adolescence and youth, these myths can cause more damage than at other stages of life to the quality of life of these people due to the great importance that relationships with others have at this time .
Q.-What type of educational support seems essential to you to facilitate the learning and adaptation in school and university environments of young people with ASD?
A.- Quality education for people with autism must be tailored to the specific abilities, priorities and needs of each student, at all levels and educational modalities. This involves guaranteeing support services, innovating in schooling arrangements, increasing educational resources and promoting respect for diversity at all stages and in all areas of formal and informal education.
Q.-In your opinion, what role does the family play in the development and well-being of young people with ASD, and what additional support do they need?
A.- Quality education for people with autism must be tailored to the specific abilities, priorities and needs of each student, at all levels and educational modalities. This involves guaranteeing support services, innovating in schooling arrangements, increasing educational resources and promoting respect for diversity at all stages and in all areas of formal and informal education.
Q.-What are the most common employment barriers for young adults with ASD and how can they be overcome?
A.- When accessing employment, young people with autism often find themselves faced with a range of employment opportunities tailored to their very limited abilities and vocations. Ignorance and myths or prejudices about autism on the part of companies or organizations are the first barrier they cross; entry tests (interviews, exams) are generally not adapted to make them inclusive and accessible; and neither do jobs (tasks, workload, physical environment).
Q.-What actions can communities take to foster an inclusive and accessible environment for young people with ASD at all stages of their lives?
A.- Basically, working to raise awareness, breaking myths and stereotypes and making a special effort to create accessible and inclusive environments for all.
