“Autism: Including in school is much more than integrating”

“ A school is much more than a place where you learn to read, write or calculate. It is the space where friendships are built, rules of coexistence are learned and the feeling of belonging is developed. For children and young people with Autism Spectrum Disorder (AEP), this environment can be both a great opportunity and a huge difficulty. 

The AEP affects between 1 and 2% of the world's population and poses unique challenges to the educational system. It is a neurodevelopment disturbance defined by persistent deficits in communication and social interaction and by restricted and repetitive patterns of behaviors and interests. However, autism is a spectrum: some children have very significant support needs, while others have intelligence within or above average and good academic performance, but continue to face difficulties in understanding social relations and the implicit rules of coexistence. 

So it is precisely at school that the first warning signs often become visible or worsen. In preschool children emerge who isolate themselves, resist the group and have intense fits of frustration. At school age, difficulties sometimes become more subtle, especially in girls, who tend to “mask them”, reaching the diagnosis only in adolescence. At this stage, the risk of anxiety and depression increases significantly.

In the school context, sensory changes deserve special attention: the noise of the playground, the bell, the textures or the smell of the canteen can be overwhelming experiences for these children. But the answer to these difficulties should not be exclusion. On the contrary, school inclusion is one of the most powerful tools to promote the development of these children.

In Portugal, Decree-Law No 54/2018, amended by Law No 116/2019 of 13 September, establishes the legal regime of inclusive education with measures to support learning and inclusion adapted to the needs of each student, including specialized human resources and specific support structures. It's an important breakthrough, but the law itself does not guarantee real inclusion. Including a child with autism requires structured environments with predictable routines, visual cues, reduction of distracting stimuli and a transdisciplinary work among teachers, therapists and family.

Living daily with typical development pairs offers unique opportunities for social learning, communication and autonomy. The goal is not only that the child be present in the classroom; it is that he participates, learns and feels part of the school community. Inclusion also benefits colleagues. Children who grow up in inclusive contexts develop greater empathy, tolerance to difference and capacity for cooperation. They learn from an early age that people can communicate, learn and relate in different ways.

Research studies show that the earlier and more intensive the intervention, the better the prognosis. The school is often the first system to detect these signs and the first to act. The National Early Childhood Intervention System (SNIPI) allows referring children up to 6 years soon after clinical suspicion, without waiting for a definitive diagnosis.

However, it should be noted that autism is not a condition of childhood, but a chronic condition. And the transition to adult life is often the most vulnerable moment of this journey. 

The figures are worrying: less than 20% of adults with AEP have full-time employment and less than 20% live independently. In this sense, the school plays a central role in preparing this transition, notably through the Individual Transition Plan (ITP), which should begin to be built ideally by the age of 12.

With the appropriate support, many adults with autism are able to live independently and have successful career paths.”