Autism in children – what is worth knowing about it

Discover the unique world of a child with autism as we debunk common myths and share inspiring stories. Meet Hanah, a toddler showing signs of autism, and learn how her parents' early suspicion led them on a journey of understanding. Don't miss out on valuable insights that can make all the difference for your family!
Autism in children
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Autism in children isn’t a disease, but rather a disorder. It doesn’t label children or define them. Remember that every child on the autism spectrum functions differently. A child’s brain with autism is unique. Following Temple Grandin, who was diagnosed with autism in her childhood: “The world needs different kinds of minds.” Today, Grandin is a doctor of zootechnics, a professor, a promoter of knowledge about autism, and the author of books on this topic.

Conditions on the autism spectrum are primarily linked to seeing the world differently. There are many myths surrounding autism: children with this condition don’t look at you, they have no friends, they lack empathy, they don’t play, and they live in their own world; they never hug anyone. The image of an autonomous child is not as clear-cut as it seems.

Imagine Hanah. Hanah is nearly two years old now. Parents start worrying when she rarely says “mama” spontaneously and does not always direct this word towards them correctly. She makes various sounds but none are intelligible to them yet. They observe that she prefers spending time alone and becomes upset if someone tries to change her toys from their usual arrangement in her pink toy box while playing quietly by herself in one corner without looking up much when someone speaks to her or even looks around occasionally as if distracted or disinterestedly instead of focusing solely on whoever spoke before settling back into self-absorption again once left alone for some moments afterwards – possibly showing signs indicative of mild attention deficit hyperactivity disorder (ADHD). Parents search online for more information under ‘autism.’ Not all results match exactly since Hanah enjoys being cuddled sometimes despite initial suspicions based upon limited observable behavioral symptoms like avoidance eye contact during conversations along with infrequent use of gestures such as pointing mainly used only for requesting help rather than drawing others’ attention specifically towards objects which interest him/her intensely unlike other typically developing children do naturally within social context situations thus indicating potential sensory processing difficulties alongside possible nonverbal communication challenges requiring further investigation through expert consultation leading potentially toward confirming diagnosis related conditions involving both developmental delay(DD) &/or specific learning disability(SLD), depending upon severity assessed after thorough evaluation process following multidisciplinary team collaboration utilizing standardized assessment protocol inclusive triad components addressing
Children with autism can call their parents to join in their play. Some prefer playing alone, while others may even chase after other children. It’s hurtful to think that children in the autism spectrum don’t want to be around others. Often, they do want but struggle to appropriately start a relationship.

Hugging and Comforting: Children with autism are capable of comforting themselves and recognizing emotions. They know when someone is crying or upset, and can sense discomfort or happiness in others. While some may not always show it, they have empathetic tendencies.

Widespread Acceptance: The process unfolds similarly across many Polish facilities though sometimes families receive requests for supplementary evaluations at certain stages depending upon expert recommendations.

After Diagnosis: If diagnosed early enough through this comprehensive approach following proper specialist guidance (“early intervention”), a child receives complimentary specialized assistance during preschool years while also having opportunities for extra instructional support throughout school life.”Revealing Information” Parents often face dilemmas about disclosing an autism diagnosis within educational institutions where their child excels socially—I wholeheartedly encourage revealing such information as it benefits teachers by ensuring appropriate accommodations are made plus facilitating effective approaches towards helping kids requiring individualized attention without prejudice against them unawareness could hinder progression towards optimal learning experiences.

Benefits of Early Intervention: A more expeditious diagnosis enables earlier therapeutic implementation avoiding prolonged struggles later faced both educationally/behaviorally due increased resistance over time despite best efforts from educators. Early intervention also helps parents cope better by providing them with access to various resources and support systems, ultimately leading to improved outcomes for the child. It is important for parents to understand that an autism diagnosis does not define their child’s future, but rather provides a starting point for early intervention and support.

Inclusive Education: In recent years, there has been a push towards inclusive education for children with autism, where they are integrated into mainstream classrooms and provided with appropriate support. This model has shown positive results in promoting social interaction and improving academic skills among children with autism.

Ongoing Support: It is important to note that the need for support does not end after an initial diagnosis or during early intervention. Children with autism may require ongoing support throughout their school years and beyond. This can include accommodations in the classroom, therapy sessions, and social skills training.

Empowering Parents: Along with providing support for children with autism, it is equally important to empower their parents by equipping them with knowledge and resources to better understand and support their child’s unique needs. This can involve workshops, educational materials, and support groups.

Conclusion: In conclusion, early diagnosis and intervention for autism can greatly improve outcomes for children with this condition. It is important for parents to be aware of the signs and symptoms of autism and seek professional help if necessary. With appropriate support and interventions, children with autism can thrive and lead fulfilling lives. Together, we can work towards creating a more inclusive and accepting society for individuals with autism. Overall, it is crucial for us to continue raising awareness and understanding about autism in order to promote inclusivity, support, and a better quality of life for individuals with this condition. Let’s work together towards a more compassionate and inclusive world where every child has the opportunity to reach their full potential.

Here are some additional resources for parents and caregivers:

  • Autism Speaks (
  • National Autism Association (
  • Autism Society (
  • American Academy of Child and Adolescent Psychiatry (
  • Centers for Disease Control and Prevention (

Thank you for taking the time to learn more about autism. By educating ourselves and others, we can create a more understanding and inclusive world for individuals with this condition. Let’s continue to support and advocate for those with autism, and celebrate their unique strengths and abilities. Happy World Autism Awareness Day! #WorldAutismAwarenessDay


  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Lord, C., Rutter, M., DiLavore, P.C., Risi, S., Gotham, K., & Bishop, S.L. (2012). Autism Diagnostic Observation Schedule – Second Edition (ADOS-2). Los Angeles, CA: Western Psychological Services.
  • National Institute of Mental Health. (2019). Autism spectrum disorder. Retrieved from
  • Rogers, S.J. & Vismara, L.A. (2008). Evidence-Based Comprehensive Treatments for Early Autism. Journal of Clinical Child and Adolescent Psychology, 37(1), 8-38.
  • Shattuck, P.T., Narendorf, S.C., Cooper, B., Sterzing, P.R., Wagner, M., & Taylor, J.L. (2012). Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder. Pediatrics, 129(6), 1042-1049.
  • Smith-Myles, B.M., Simpson, R.L., & Adreon, D. (2000). Asperger Syndrome: Diagnosis and Evaluation. Focus on Autism and Other Developmental Disabilities, 15(3), 150-156.
  • Weitlauf, A.S., McPheeters, M.L., Peters, B., Sathe, N., Travis, R., Aiello, R., Williamson, E., Veenstra-VanderWeele,J. & Krishnaswami,S. (2014).

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