Mr. Deas?n Kelly:

I appreciate that it will take time to expand such services, however, requiring more trained professionals than may currently be available in the country. In the meantime, I believe that the State should focus on educating students, parents and teachers on autism with an aim to destigmatising the spectrum. In my experience, many of the most insidious difficulties associated with autism come not from the difference itself but from the ways in which the label "autistic" can affect the way people on the spectrum are seen, and how we see ourselves.

Based on my experience, having spoken to many teachers, students and parents while giving talks in schools around the midlands, the common conception of the autistic spectrum is not widely understood. Many with whom I have spoken have a preconceived notion of what autism is that is often based on their past experiences, not appreciating the great variety of ways in which autism can manifest itself in those on the spectrum both positively and negatively. It is overwhelmingly perceived as a strictly negative disorder, with parents even shuddering at the thought that their children might be on the spectrum, while others are embarrassed that their children will be seen as different.

The majority of primary school students with whom I have spoken had heard of autism but often little more than that, with those who were more knowledgeable almost always having a relative or friend openly on the spectrum. During my time in primary and secondary school, we were never taught about autism except for in my final year of secondary school when an AsIAm representative gave a talk. I find this frankly shocking as almost every class and year group has at least one student on the spectrum, and very often more than one. Their classmates are entirely oblivious to the challenges they face, potentially exacerbating sensory difficulties or forcing them into uncomfortable social situations. Autism education should not be left to self-advocates alone.

As a byproduct of this lack of education on autism, bullying of students on the spectrum is extremely prevalent. In my secondary school, autism was essentially a slur among some, with those known to be on the spectrum being isolated, mocked and taunted. People on the spectrum stuck together as others would not take them seriously, while teachers were oblivious to their difficulties. A diagnosis was a source of shame, something that I for many years felt the need to conceal for fear of being made fun of or that my friends would reject me. During my first three years of secondary school, I missed roughly half of the school years due to anxiety and inability to regulate my emotions. Thanks to my mother, there were some supports put in place for me but I felt too ashamed to use them.

I believe the State must make an active effort to normalise autism. The conception of autism as a bad thing must be torn down and in its place must be built the understanding of the unique strength that often accompanies a diagnosis while fostering empathy for the difficulties. This must be done from primary school onwards, perhaps through autism days and explaining to students why one student sometimes has to leave class or use fidget toys. Parents must be educated too, for if they harbour shame or embarrassment about their child's diagnosis, it is likely that their child will feel the same. As things are, when autism is rarely discussed in class and at home, there is an unspoken understanding among students on the spectrum that it is something shameful that should be hidden at all costs. This shame needs to be eradicated. Education should aim to promote autism as yet another aspect of one's identity; not positive, not negative, just the way it is.