The autism spectrum manifests in a diverse range of behaviors, often misunderstood as "unexpected" in social settings. These behaviors, including self-stimulation like arm-flapping, repetitive vocalizations, and pacing, are not arbitrary. They are crucial mechanisms for managing the intense neurological processing that characterizes autism. Imagine a mind processing information at an accelerated rate, overwhelmed by sensory input. Self-stimulation provides a vital release, a way to regulate an overstimulated nervous system.

Consider this: arm-flapping isn't a random act; it's a physical manifestation of processing overwhelming emotions. Repetitive vocalizations are a release valve for racing thoughts. Pacing allows for the organization of complex internal processes. These are not signs of intellectual deficiency, but rather, evidence of a unique neurological architecture. To assume otherwise is to fundamentally misunderstand the autistic experience.

As an autistic individual, I've navigated this complex landscape. My own journey involved learning to manage these tendencies, to find a balance between self-regulation and societal expectations. As a child, public arm-flapping drew harsh, uninformed reactions. This experience is not unique. Many autistic individuals face similar prejudice, stemming from a lack of understanding, not malice.

I've witnessed the devastating impact of this ignorance firsthand. In school, classmates with more pronounced autistic traits were subjected to relentless mockery and ridicule. Their behaviors, a direct result of neurological differences, were met with cruelty, not compassion. This cruelty, often rooted in fear and misunderstanding, compounds the challenges autistic people already face.

The reality is, autistic people are capable, intelligent and deserving of respect. Their unique neurological wiring offers distinct strengths, perspectives, and contributions. Yet, societal prejudice often overshadows those strengths. We must shift the narrative. Instead of focusing on "fixing" or "normalizing" autistic behaviors, we must cultivate understanding and acceptance.

Let us recognize that self-stimulation is not a flaw but a coping mechanism. Let us challenge the outdated notion that difference equates to deficiency. Let us move beyond mere awareness and embrace genuine acceptance, fostering a society where autistic individuals are valued for their unique perspectives and inherent worth.

The mockery must end. The embracing must begin. By educating ourselves and fostering empathy, we can create a world where autistic individuals are not only tolerated but celebrated. This is not just a matter of compassion; it's a matter of justice. Let us strive for a future where difference is not a source of shame, but a source of strength.



References:

www.mayoclinic.org/diseases-conditions/autism-spectrum-disorder/symptoms-causes/syc-20352928

The portrayal of autism in film and TV has been a mixed bag, ranging from sensitive and authentic depictions to harmful and mocking stereotypes. While progress has been made, there's still a long way to go to ensure accurate and respectful representation. Let's examine some key examples and discuss how we can foster greater understanding and acceptance.

The 1988 film, Rain Man, while a classic, presents a complex case. Dustin Hoffman's portrayal of Raymond, an autistic man with significant support needs, is undeniably powerful. However, the film's narrative, centered around Raymond's brother, Charlie's (Tom Cruise) initial exploitation of Raymond for financial gain, perpetuates harmful stereotypes. Charlie's early treatment of Raymond, marked by mockery and even physical aggression (Charlie grabs Raymond by the back of his neck in a restaurant and refers to his unexpected behavior with the derogatory "r" word), is deeply disturbing. 

While the film later shows Charlie's growing understanding and acceptance of Raymond (an ending scene involving the decision of Raymond's legal guardianship is particularly touching), those early scenes are difficult to reconcile with a truly positive portrayal. The "kiss" scene, in which Charlie's girlfriend, Susanna, sympathetically kisses Raymond in a casino elevator, in a heartwarming gesture of compassion and understanding, where many others would not show an autistic person that type of understanding in that manner. Rain Man offers a nuanced, if imperfect, depiction of the evolving bond between two brothers, but its initial reliance on harmful stereotypes cannot be ignored. 

In contrast, The Big Bang Theory, while a popular sitcom, often relies on Sheldon Cooper's (a character widely interpreted as autistic, though never explicitly diagnosed) social challenges as a source of humor, frequently at his expense. The constant barrage of insults, like "crazy," "nuts," and "wackadoodle," directed at Sheldon, reinforces negative stereotypes and undermines the very real struggles faced by autistic individuals. While intended as comedic relief, these jabs contribute to a culture of ridicule and misunderstanding. How can we expect greater acceptance when a mainstream show normalizes such disrespectful language? This kind of "humor" perpetuates stigma and creates a hostile environment for autistic people.

A shining example of positive representation, however, can be found in Sesame Street's introduction of Julia, an autistic puppet. Julia's portrayal is remarkably sensitive and authentic, showcasing the diverse ways autism can manifest. Her struggles with communication, sensory sensitivities, and social interaction are presented with empathy and understanding. The show's approach, particularly Big Bird's initial confusion and subsequent acceptance of Julia's differences, provides a valuable lesson in inclusion and kindness. Sesame Street demonstrates how the media can be a powerful tool for education and fostering empathy, paving the way for greater understanding and acceptance of autistic individuals.

As far as solutions to address accurate and sensitive autism representation in films and television, if filmmakers and television producers intend to create a program with characters who are autistic, I have some suggestions as a person who is autistic. My first suggestion is that filmmakers and television producers research the autism spectrum through the various advocacy and autism awareness organizations to improve understanding of how autism manifests; that way, the characters are presented and perceived as authentic to how an autistic person would be. My second suggestion is that filmmakers and television producers reach out to and consult autistic people to allow the autistic community to provide insights about what isn't perceived as respectful and what is more respectful within the films and television shows.

A third suggestion is to film scenes with the autistic tendencies and behaviors being manifested in various scenarios to allow autistic people to feel empowered and provide a sense of vulnerability that autistic people can unwind with shielding those behaviors, as so many autistic people have done and continue to do. That way, more people who are neurotypical will see what those tendencies look like and will hopefully come to recognize how those tendencies are not as uncomfortable as initially perceived, which could lead to increased social opportunities for autistic people and neurotypicals.

These examples highlight the critical importance of accurate and respectful autism representation. Film and television have a profound impact on public perception, and it's crucial that these platforms are used to promote understanding rather than perpetuate harmful stereotypes. As an autistic individual, I know firsthand the challenges of navigating a world that misunderstands and misrepresents our community. Organizations like Anvaya Feats, which empowers individuals with diverse abilities, are vital in amplifying our voices and advocating for change. Let's continue to push for more inclusive and authentic storytelling, one that celebrates neurodiversity and fosters a world where everyone is valued and respected. The future of autism acceptance depends on it.



References:

www.youtube.com/watch?v=DvyJ93k_AH8

www.youtube.com/watch?v=ZTgHLUGT2ZA

www.youtube.com/watch?v=JUwa6ZkHtnY

www.youtube.com/watch?v=FJgi-Lou1NA

www.youtube.com/watch?v=dKCdV20zLMs

www.youtube.com/watch?v=wn-a10Ko_38&list=PL8TioFHubWFtrZ_oqh1uqmijgSPt2ii_0&index=28

PWDs in Nigeria struggle daily with mobility, education, and employment inclusion, made worse by stigma, government neglect, and poor infrastructure.

•  Architectural Barriers

A 2021 study by a Nigerian civil engineer showed that most buildings are not wheelchair accessible, with 80% of construction firms failing to consider PWDs in their designs. The research also concluded that the National Building Code (2006) lacks clear accessibility guidelines. It is therefore not a surprise that public buildings are largely inaccessible.

•  Educational Barriers

Only 2% of PWDs have access to education. Schools lack braille materials, sign language interpreters, and assistive technology. Many institutions fail to accommodate students with disabilities, particularly during exams— I experienced this firsthand when my school had no alternative solutions after my surgery. Students with disabilities suffer name-calling, bullying, and other negative attitudes from both teachers and students. 

• Employment Barriers

In Nigeria, less than 1% of PWDs work in the formal sector. PWDs are denied employment due to discriminatory hiring and inaccessible workplaces. Many companies do not offer wheelchair access, flexible work hours, or adaptive technology. This barrier forces PWDs into poverty and economic dependence. Without urgent action, PWDs will remain isolated, excluded, and economically marginalized.

The Nigerian Government in 2019 enacted the Discrimination Against Persons with Disabilities (Prohibition) Act, 2018 to protect the rights of persons with disabilities and ensure accessibility in public spaces.  The law primarily states that:

• No person or institution shall discriminate against a person based on their ability.

 

• All public structures and buildings, whether immovable, movable, or automobiles, must be modified within five years to become accessible to PWDs, including those using wheelchairs.

 

• PWDs have equal rights to education, healthcare, and employment.

 

• At least 5% of all recruits must be persons with disabilities. 

 

• Discrimination carries penalties, including fines and imprisonment.

Yet, six years later, not so much has changed. Today, Non-governmental organizations (NGOs) are still clamoring for enforcement of this law. Government buildings remain inaccessible. Private businesses continue to exclude PWDs. There is no enforcement, no accountability, and no urgency. What good is a law if it exists only on paper?

The exclusion of PWDs is a human rights issue. If Nigeria is serious about inclusion, action must replace empty promises.

​Having the law enacted is not enough, there is a need for strict enforcement of the 2018 Disabilities Act. Stronger penalties should also be meted out for institutions that refuse to comply. In addition, construction stakeholders should include accessibility to Nigeria’s National Building Code, and finally;  nationwide awareness campaigns should be carried out to dismantle harmful stereotypes. Finally, the role of NGOs and Civil Societies can not be underestimated. Hence, these bodies should not relent in pursuing the implementation of this law until real actions are taken. Above all, PWDs must have a seat at the table when policies that affect them are being made. ​

As an autistic man, I've navigated a treacherous path, riddled with both triumphs and the sting of societal indifference. While I've experienced the cruelties of misunderstanding and the deliberate ignorance of my autistic tendencies, I've also had the fortune to access resources that have nurtured my growth into a confident and self-assured individual. 

My social experiences, both within and outside the autistic community, have profoundly shaped my understanding of the social world. These experiences have led me to an undeniable truth; society harbors deeply ingrained double standards against autistic individuals, particularly those striving to acquire neurotypical social skills. These double standards demand immediate attention and radical change.

Let me illustrate with three glaring examples.

Reciprocal Conversations:

• I was rigorously trained in social skills therapy, learning that neurotypical conversations are a delicate dance of give and take (Orsini, et al., 2024). However, autism often presents unique challenges in this area, sometimes leading to conversations dominated by autistic individuals and their areas of intense interest. This, in my experience, is often met with immediate disapproval from neurotypicals. 
• While I understand the importance of balanced conversation, I've witnessed neurotypical individuals exhibit self-centeredness in their interactions with alarming frequency. Yet, this is rarely met with the same level of criticism as it is within the autistic community. Autistic individuals, despite genuine care and kindness, are frequently labeled as "selfish" and "uncaring" for their communication style.
• This double standard is not merely hurtful; it's a profound injustice. It undermines the immense effort autistic individuals invest in learning neurotypical communication styles and devalues our genuine desire for connection. Research consistently reveals alarmingly high unemployment rates among autistic people, ranging from 50% to 90% (Weiner, et al., 2022). This devastating statistic is directly linked to social communication challenges, highlighting a critical gap in societal understanding.
• The research underscores that these challenges manifest in various ways, from struggling to present oneself effectively in interviews to navigating the complexities of workplace social dynamics. It is a glaring indictment of our society's failure to accommodate neurodiversity. Many autistic individuals possess the skills and the drive to succeed in the workforce, but they are systematically hindered by a lack of understanding and support.
• These challenges are not confined to the workplace. Research indicates that teachers in general education classrooms often lack the necessary training and understanding to effectively support autistic students (Weiner, et al., 2022). Combined with prevalent negative perceptions of autistic students, particularly those with more significant challenges, this creates a hostile learning environment. This leads to social isolation, diminished self-esteem, and significant academic setbacks for autistic students. 

      
       Unexpected Behaviors:

• Autistic individuals often exhibit "unexpected" behaviors, such as stimming (like arm-flapping), which are direct manifestations of neurological differences. These behaviors, frequently misinterpreted as "strange" or "inappropriate," have subjected me and countless others to judgment, ridicule and even outright ableism.
• The double standard here is undeniable. Neurotypical individuals are often afforded significant leeway for their quirks and idiosyncrasies, while autistic individuals are harshly judged for behaviors that are often essential coping mechanisms or expressions of sensory needs. This highlights a fundamental lack of acceptance and understanding of neurodiversity. 

     Romantic Relationships:

• The challenges faced by autistic individuals in navigating the world of romance are particularly daunting. The stigma surrounding autism often leads to the perception of autistic individuals as unsuitable romantic partners. This pervasive belief creates a significant barrier to finding love and connection.
• Imagine finding romance as a neurotypical as climbing a gentle hill, while for autistic individuals, it's akin to climbing a treacherous, snow-covered mountain. This analogy starkly illustrates the disparity in the effort required to find love while facing the additional challenges of autism. 
• The "friend zone" became an all-too-familiar and frustrating place for me, a consequence of the pervasive perception that my autism made me "just a friend." This experience, sadly, is not uncommon among the autistic community.

These are just a few examples of the insidious double standards that impede the full inclusion and acceptance of autistic individuals. By raising awareness, challenging societal assumptions, and fostering genuine understanding, we can work towards a more equitable and inclusive society where autistic individuals are valued for their unique perspectives and contributions.

The question now is not whether these double standards exist, but rather how we, as a society, choose to address them. Are we content to perpetuate a system that marginalizes and devalues autistic individuals? Or will we choose to dismantle those barriers and create a truly inclusive world for all? The answer lies in our willingness to educate ourselves, challenge our biases, and embrace the richness of neurodiversity.


References:

www.frontiersin.org/journals/organizational-psychology/articles/10.3389/forgp.2024.1328559/full

www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.873248/full

As a child living on the autism spectrum, I frequently encountered profound misunderstandings in social communication and situational context. Diagnosed in third grade, my early developmental challenges remained unaddressed due to a pervasive lack of education and awareness surrounding autism. This resulted in a childhood marred by mistreatment from peers, teachers and staff.

One vivid memory from first grade (2000-2001) involved a classmate's unkind words. When I responded by calling her a "dummy," the substitute teacher, unaware of the preceding provocation and my autistic difficulties with social filtering, punished me unfairly.

In third grade, despite my diagnosis, my teacher demonstrated a profound lack of understanding. Failing to submit an assignment resulted in a "pink slip" - a harsh disciplinary measure for a student with potential difficulties in comprehending due dates. Furthermore, the teacher's aggressive emptying of my desk in front of the class was deeply demeaning and humiliating. Her dismissive response to my mother's concerns ("I was trying to teach him a lesson") further highlighted her lack of sensitivity and understanding of autism's impact on organizational skills.

This teacher's mocking of my struggle to tie my shoes, a task complicated by my motor skill challenges, was another instance of insensitive and condescending behavior. While subsequent teachers in fourth and fifth grade were more understanding, social challenges persisted due to ongoing miscommunication and a lack of awareness amongst my peers. 

Junior high proved to be a particularly difficult period. In sixth grade, I endured relentless teasing from peers who failed to grasp my struggles with sarcasm and humor. This included a physical assault by a classmate who claimed it was "just a joke." The locker room environment was particularly toxic, with constant mockery of my appearance and interests. Teachers, either due to a lack of awareness or a misperception of me as the instigator, failed to intervene.

Seventh grade brought further escalation, including the use of derogatory slurs and an insensitive remark from the principal: "If he wasn't flapping, he wouldn't be being teased." This statement, from an educational professional, underscores the alarming lack of autism education within the school system.

The subsequent transfer to a specialized school offered little respite. Teachers continued to exhibit insensitive behavior, such as one teacher's degrading comment about my "disgusting" eating habits and another's dismissal of my attempted humor as "wise guy" behavior.

The school's approach to my arm-flapping, a common autistic stimming behavior, was particularly problematic. Instead of recognizing its potential sensory-regulatory function, it was treated as misbehavior, leading to demotions within the school's behavior-based level system. This experience instilled a deep-seated self-consciousness regarding my stimming behavior, despite the fact that it is a natural and often necessary form of self-regulation for many autistic individuals. 

High school brought gradual improvement, but occasional instances of teasing and insensitive remarks from both peers and teachers continued.

These experiences have profoundly shaped my understanding of the critical need for increased autism education and awareness. Educators, school administrators, and members of the general public must strive to gain a deeper understanding of the autistic experience, including the challenges faced in social communication, sensory processing, and emotional regulation.

While autistic individuals also have a responsibility to develop effective self-advocacy skills, it is crucial to recognize that many of the social challenges faced by autistic individuals stem from a lack of understanding and acceptance within the neurotypical world.

By fostering a more inclusive and understanding environment, we can create a world where autistic individuals are not only accepted but celebrated for their unique perspectives and contributions. My journey, fraught with challenges, serves as a testament to the resilience of the human spirit and the importance of continued education and advocacy in promoting a more inclusive and compassionate society.