By: Mpho Shelile
Maseru – In a 2023 article published by World Health Organization, Autism Spectrum Disorder (ASD) is defined as a developmental condition that affects how a person experiences the world, processes information, and interacts with others. While it’s a spectrum, meaning it can look different for every individual, the core features of autism typically include challenges with social communication, restricted interests, and repetitive behaviours.
However, it is crucial to remember that individuals with autism also have unique strengths and talents. To better understand autism and how it is perceived by students of various ages, Informative Newspaper spoke with different groups of young learners. Their perspectives highlight how education and awareness can shape understanding and acceptance.
According to UNICEF in an article published (2024), situation Analysis on Children, Adolescents and Youth in the Kingdom of Lesotho Children with special educational needs are particularly vulnerable to being excluded from the educational system and have a difficult time accessing quality education. In 2022, according to an unofficial list of special and inclusive schools, there are six special schools (including one resource centre) and 15 inclusive schools operating in Lesotho; thus, many children with disabilities likely remain out-of-school or in schools that cannot appropriately accommodate their special educational needs.
In 2020, there were a total of 323,034 children enrolled in primary schools, of which 17,302 (5.4%) were learners with special education needs or had some form of disability; this is up from 14,537 children in 2019 (4% of learners). It is not clear from the data what is driving this notable increase in the number of children with disabilities registered in primary schools. On average, however, the proportion of students enrolled in primary schools with special education needs has remained at 5%.
Autism is not a single condition but a spectrum of related conditions that vary widely in severity and manifestation. People with autism may experience differences in communication, social interaction, sensory sensitivities, and learning styles. While some people with autism may have intellectual disabilities, many others have average or above-average intelligence. Some common characteristics of autism include:
Social communication challenges: Difficulty understanding social cues, interpreting body language, or engaging in reciprocal conversation.
Repetitive behaviours: Engaging in repeated movements, routines, or patterns of behaviour, which can provide comfort or predictability.
Sensory sensitivities: Over- or under-reacting to sensory stimuli such as lights, sounds, textures, and smells.
Focused interests: Strong passion for specific topics or activities, sometimes leading to high expertise in those areas.
It is important to emphasise that autism exists on a spectrum. This means that individuals with autism can experience a wide range of abilities and challenges, and there is no single way autism “looks.”
We started our conversations with a group of elementary school students, ranging from 7 to 10 years old. When asked about autism, their responses varied, but empathy and curiosity were common threads.
Limakatso (8 years old) from Tikoe Primary school says “Autism is when someone sees the world a little differently. They might not like loud noises, or maybe they talk in a different way. I have a friend in my class who loves trains. He talks about trains all the time, and that’s okay because he’s really smart about them.”
Relebohile (13 years old) “I think people with autism can be super good at some things. They might not talk the same way, but they have good ideas. My friend always helps me with maths because he’s good at numbers.”
From these young students, it is clear that empathy and understanding of differences are growing. While they may not fully grasp the complexities of autism, they already recognise the value of respecting and celebrating differences in interests and abilities. This early foundation of acceptance can go a long way in creating an inclusive environment.
As students enter middle school, they are exposed to a wider range of social dynamics and become more aware of differences among their peers. At this age, students can have a more nuanced understanding of autism, although misconceptions can still be common.
Khosi (14 years old) “I know that autism means someone might have a harder time talking or interacting with people. But it doesn’t mean they don’t want to be friends. I think some people just don’t understand that, so they treat them differently.”
Mareka (17 years old) “Autism is sometimes misunderstood. People think if you have autism, you don’t have feelings or that you’re not as smart, but that’s not true. My cousin has autism, and he’s actually really good at drawing. He just gets frustrated when people don’t understand him.”
Middle school students are more likely to grasp the idea that autism is a spectrum and that people with autism can have different needs. However, many students still associate autism with difficulties in communication or social interaction, and some express confusion or frustration about how to interact with peers who may have autism.
A common misconception among middle schoolers is that someone with autism doesn’t want friends or that they are uninterested in socialising. It’s crucial to address this myth and remind students that people with autism often want to connect, but may need support with social cues, communication, and understanding the complexities of friendships.
By high school, students are developing their own opinions about disability and inclusion. They are more likely to be familiar with autism either through their education, social interactions, or media exposure. High school students tend to have a deeper understanding of autism, although they may still face challenges in ensuring inclusivity for all.
Nthati (16 years old) “I think autism is different for everyone. Some people have a really hard time communicating, and others don’t. I used to think everyone with autism was the same, but now I know it’s a lot more complex than that. We have to be patient and find ways to include everyone.”
Thato (17 years old) says “My best friend has autism, and she’s taught me a lot about how we need to be more understanding. For example, she gets really overwhelmed by loud noises in that we sometimes make when playing, so we go to a quieter spot. It’s small things like that that make a difference.”
High school students, particularly those with close relationships to peers with autism, often exhibit higher levels of understanding and advocacy. They recognise that inclusion goes beyond just tolerating differences, it requires actively supporting people with autism in ways that respect their unique needs.
The insights gathered from students at various educational levels underscore the importance of fostering understanding and inclusivity in schools and communities. Here are some strategies to promote awareness about autism:
Education: Introducing age-appropriate lessons on autism can help reduce stigma and increase empathy. Teaching students about the diversity of the autism spectrum can help them understand that each person is unique.
Encouraging Peer Relationships: Creating opportunities for students to work together on projects or participate in activities that foster friendships can promote understanding. Peer mentoring programs can also help students with autism feel more included.
Inclusive Activities: Schools can create sensory-friendly spaces or provide quiet zones to accommodate students with autism who may become overwhelmed by sensory stimuli.
Promoting Open Dialogue: Encouraging students to ask questions and express their feelings about autism can help dispel myths and create an open, non-judgmental environment.
Supporting Emotional Intelligence: Teaching emotional intelligence such as recognising and respecting different emotions, and managing one’s own feelings can help students engage more positively with peers who have autism.
Autism is a complex and diverse condition, but through education, empathy, and inclusion, we can create environments where individuals with autism are understood and respected. Conversations with students of all ages show that when we approach autism with an open mind and a willingness to learn, we can help foster an atmosphere of acceptance that benefits everyone.
By teaching the next generation about the value of neurodiversity, we lay the foundation for a future where people with autism, and all people with differences, can thrive in an inclusive and supportive society.