Understanding Autism Spectrum Disorder (ASD): A Step Toward Inclusive Education

What Is Neurodiversity?

Before we dive into Autism Spectrum Disorder (ASD), it's important to understand neurodiversity — a word that’s becoming more common in conversations around learning and behavior. Neurodiversity is a way of seeing human diversity through the lens of how our brains function. Just like we all have different fingerprints, we also have different ways of thinking, learning, and experiencing the world.

Neurodiversity includes a wide range of conditions like Autism Spectrum Disorder (ASD), ADHD, dyslexia, dyspraxia, dyscalculia, Tourette’s syndrome, and dysgraphia. These differences are not "problems" to be fixed — they are simply variations in how the human brain works. Neurodiverse individuals may face challenges in our world, as our society is mainly built for neurotypicals, a term referring to people that are considered to have a “typical” brain functioning. However, they also show unique strength. The key is inclusion: building environments that support everyone, no matter how they think or communicate.

Spotlight on Autism Spectrum Disorder (ASD)

Today, we want to talk about Autism Spectrum Disorder (ASD) — one of the most commonly recognized neurodiverse conditions.

What Is ASD?

Generally, ASD is characterized by:

• Differences in social interaction and communication

• Repetitive behaviors or strong interests in specific topics

• Sensitivities to lights, sounds, textures, or routines

• Difficulty with changes in routine or transitioning between tasks

But as the name says, Autism Spectrum Disorder(ASD) is a spectrum, meaning it includes a wide range of experiences. Imagine it like a DJ mixer board — different "dials" control different traits. For some autistic people, the sensitivity to light or sound may be turned way up, while speech and social interaction challenges may be minimal. For others, communication might be more difficult, while their need for routine is less prevalent. Every autistic person is unique.

ASD and Culture: One Condition, Many Interpretations

In many parts of the world, awareness of autism is still growing. Unfortunately, in some communities, autism is misunderstood or even stigmatized as an illness to be corrected and fixed. But in other cultures, like that of the Māori people of New Zealand, autism (called takiwātanga) is seen as a gift. The word literally means "in his/her own time and space" — highlighting the idea that every person moves at their own pace. This respectful, holistic view recognizes the unique spiritual and natural connection that many autistic individuals have.

Cultural beliefs play a huge role in how autism is seen and supported. Expectations around social behavior, family roles, and academic success can influence whether parents notice differences in their child’s behavior — and how they respond to it. What may be seen as quiet or shy behavior in girls, for example, might be a sign of autism that goes unnoticed because it doesn’t match the stereotypical image of autism. While some core traits of autism are universal (like difficulty with social interaction), others vary across cultures — such as spontaneity or conversational style.

Why Are ASD Diagnoses Increasing?

You may have heard that more and more children are being diagnosed with autism. That’s true — but it doesn't mean that autism itself is becoming more common. Here's why the numbers are going up:

1. Better Awareness: More people, including teachers and parents, are recognizing signs of autism earlier.

2. Improved Diagnostic Tools: Newer diagnostic methods are more inclusive, especially for girls and people from diverse cultural backgrounds.

3. Expanded Definitions: Earlier definitions of autism focused mainly on white boys in Western countries. Today’s definitions are broader and more accurate.

Globally, about 1 in 100 children is now diagnosed with autism.

How Can We Be More Inclusive?

At the Rabia Basri Foundation, we believe every child has the right to learn, grow, and belong. Inclusion means more than just putting neurodivergent children in the same classroom as others. It means:

• Listening to and valuing different communication styles

• Adjusting environments (like reducing noise or bright lights)

• Celebrating strengths, not just focusing on challenges

• Educating communities to reduce stigma and promote understanding

Autism Spectrum Disorder is not something to fear — it is something to understand. With greater knowledge, we can shift from seeing autism as a problem to seeing it as a different way of experiencing the world. As a society, we must strive to create spaces where all children — regardless of how they learn or communicate — are respected, supported, and celebrated.

Let’s build a world where every brain is welcomed — just as it is.

For more resources or to get involved with inclusive education programs, follow the Rabia Basri Foundation on our social media platforms or contact us on our website.

Resources used

Tafla, T. L., Teixeira, M. C. T. V., Woodcock, K. A., & Sowden-Carvalho, S. (2024). Autism spectrum disorder diagnosis across cultures: Are diagnoses equivalent? Neurodiversity, 2. https://doi.org/10.1177/27546330241226811 

Think Local Act Personal. (n.d.). Communicating about neurodiversity. Social Care Institute for Excellence. https://thinklocalactpersonal.org.uk/resources/communicating-about-neurodiversity/ 

Tupou, J., Curtis, S., Taare-Smith, D., Glasgow, A., & Waddington, H. (2021). Māori and autism: A scoping review. Autism, (7). 1844-1858. https://pubmed.ncbi.nlm.nih.gov/34088216/ 

WHO. (2023, November). Autism. Word Health Organisation. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders 

Zeidan J., Fombonne E., Scorah J., Ibrahim A., Durkin M. S., Saxena S., Yusuf A., Shih A., Elsabbagh M. (2022). Global prevalence of autism: A systematic review update. Autism Research: Official Journal of the International Society for Autism Research, 15(5), 778–790. https://doi.org/10.1002/aur.2696