Redefining Autism as a Disability
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Introduction

The prevalence of autism spectrum disorders has been on the rise with autism amongst infants topping the list leaving many puzzling mysteries. The causes, effects, signs, symptoms, and treatment for autism have left many unresolved questions in the medical world. By bearing in mind viewpoints of autistics themselves, together with evidence from medical journals, it becomes apparent that autism spectrum disorders are not always the debilitating conditions as portrayed. Recent studies consider Autism a broad spectrum condition implying the degree on how it affects different individuals varies from mild to severe. In fact, autism indeed associates with a number of abilities with precise focus on intelligence, communication, and social skills (Wall, 2010, p.49). This article calls into question the idea autism is indeed a traditional disability and argues a new comprehensive understanding of autism ought to be taken into account.

Body

From the medical perspective, autism can be defined as complex development regression characterized by difficulties in social interaction, impaired verbal and non-verbal abilities, and acute responses to sensory stimulations such as sound (Schopler, 1994, p.82). Autistic individuals show less interest in the environment surrounding them, and have a lifelong disability on how they communicate, and interact to others. In addition, such individuals usually find it a daunting task in school-related activities. Their short attention span for most lessons and difficulty in transitioning from one action to another in school exemplifies the above sentiment. Contrary to the alluded medicinal views, autistic individuals’ poses excellent high skills in some areas. In his memoir raising cubby, John Elder Robinson narrates of an unconventional father’s relationship with his equally autistic son. Despite of his inability to read nonverbal cues and lack of empathy, John still learns to be a father. His ability to recognize the same symptoms in his child in spite of his ‘disability’ is what stands out in the book.

Autism diagnosis finds its basis on behavior rather than cause or mechanism. Defined as, exhibiting symptoms that have impairment in social interaction, impairment in communication and restricted and repetitive behavioral pattern. However, social impairment must be considered of as relative rather than absolute as there is no absolutely healthy social individual against which to relate it. A key difference between impairment and disability is whereas disability is indeed a social relationship characterized by unequal definition and oppressive impairment on the other hand tends to be a biological fact and a social relationship. This makes consideration for autism in the social model in a way that real forms of disabilities such as physical disabilities are not classified.

Autistic individuals should not be identified as ‘disabled’. Descriptively disabled person may actually not talk about ableism or even call themselves disabled, but they know what it feels to be confined in a wheelchair or not to be able to visualize anything. However, autistic individual can be able to communicate, they can visualize, and they can perceive other stimuli that real disabled person cannot be able to perform. John narrates of how he was able to read electrical manuals to Cubby hence he was able to communicate. The two were able to have thrilling expeditions which a disabled person cannot actually perform hence, disapproving the fact that autism is actually a disability.

Autism manifestation is usually observable at the tender age of eighteen months. Failure to meet certain mandatory milestones may be an absolute sign to proceed with further evaluations. Delay in testing may delay early diagnosis and treatment and hence have a devastating long-term outcome. For examples, of the obligatory steps when missed provides a clear assertion include no blabbing and gesturing by twelve months. Screening children though there has not proved any effective approach for doing the same. Screening tools in children include childhood autism rating scale (CARS) and checklist for autism in toddlers (CHAT). Unlike many other disabilities labels, the medics’ have reclaimed autism from authority as autistic people define defined. In this regard, autistic people analyze autism and come to different conclusions from those of the professional psychologists and neurologists and adoption of a clear criterion of self-diagnosis and group confirmation helps to determine those affected by autism. Studies by neuroscientists and psychiatrists implicate no single cause of autism identifiable by mainstream science.

While there is a strong genetic basis for autism, there has also been environmental triggered component to autism as it cannot be solely attributed to genetics. Examples of environmental triggered causes of autism include vaccinations, pesticide exposure, pharmaceuticals, and limited prenatal vitamins intake. In cubby case, genetics were the most probable cause of the autism as diagnosis sheer nature of judging people with disabilities; John dedicates his entire life raising Cubby out of the fear of stigmatization he would face. Cubby eventually does have an average childhood experience and is able to accomplish what he would not have accomplished.

In the management of autism, an inclusive educational system plays the main role in autism therapy administration. Educational facilities are the main resources in autism management and such environment ought to be accommodating and tailored made to fit the need of the individual. Inclusion of autistic individuals in the education system is a tremendous step taken, not isolate autistic people. However, it is worth noting though these great steps taken to ensure both able and the disabled have access to the education system a more non-derogatory term to refer to disability be it autism or epilepsy should be adapted. Disability of any kind is primarily perceived as a negative condition within the contemporary education (Clough & Corbett, 2000, p.149). This threatens the promise of education even before the autistic student or epileptic student attends his or her first class as some conditions are neither welcomed nor expected in ‘regular’ educational milieu. Interestingly the reality is that every embodied condition has both limits and potentials. In Cubby’s case, his potential was fully reached as he was not brought up in an environment that considered him disable. He turned out to be a brilliant chemist specialized in manufacturing explosives by the time he had turned seventeen years old despite his ‘disability’.

Conclusion

In conclusion, society needs to reach a consensus on Autism as a disability. What is clear though is that these changes will have a profound impact on autistic individuals and their families. Reviewing the definition of autism as a disability must be done. There is conflict between recognizing the talents and strength of autistic individuals and the pervasive challenges that they equally poses.

References

Clough, P., & Corbett, J. (2000). Theories of inclusive education: A student's guide. London [u.a.: Paul Chapman.

Schopler, E. (1994). Behavioral issues in autism. New York [u.a.: Plenum Press

Wall, K. (2010). Autism and early years practice. Los Angeles: SAGE.