Making April more than autism awareness month
In 1970, the Autism Society launched an ongoing nationwide effort to promote autism awareness and assure that all on the autism spectrum are able to achieve the highest quality of life possible.
In 1972, the Autism Society launched the first annual National Autistic Children’s week, which evolved into Autism Acceptance Month (AAM).
As the world “builds back” from the COVID-19 pandemic, promoting the idea of acceptance of neurodiverse persons must be inclusive. This more inclusive approach into everyday life focuses on acceptance into our communities, our workforce, and institutions of higher education.
Neurodivergent individuals have the right to quality education and meaningful employment — just like we all do.
Oftentimes, it is practices like standard interviews that prevent talented neurodivergent candidates from landing the job or gaining acceptance into an institution of higher education.
A thought to ponder: does your ability to perform in a traditional interview really indicate your capability of doing the job well or potential success in a program of study?
Marginalization of neurodivergent individuals — such as those on the autism spectrum — are perceived by the world can impact the way they perceive the world. In other words, one’s perception is more important than reality.
When someone perceives something to be true, that perception is more important than if it is true or not. Lee Atwood, the American political strategist, put it simply and succinctly: “perception is reality.”
Neurodivergent individuals have unique skillsets and talents that can benefit everyone.
Many neurodivergent individuals have strong attention to detail and “systemisers” skills, meaning they have the keen ability to spot patterns and trends easily. These skills, as well as their capacity to process information, data-driven thinking, and inferential reasoning means communities, employers, and institutions of higher education that are more neurodiverse are more productive, innovative, and better able to spot problems and develop solutions.
“In addition to our naturally occurring cognitive differences, neurominorities also have lived experience of isolation and limited choice that makes many of us well suited to the new social restrictions,” writes Dr. Nancy Doyle, an organizational psychologist specializing in neurodiversity.
More than that, neurodivergent individuals are, generally speaking, better equipped to thrive in physically-distant learning or work place environments.
Neurodivergent individuals are less likely to complete a post-secondary program of study and more likely to be unemployed.
College enrollment for students on the autism spectrum will increase by at least 114% in the next few years. However, fewer than 20 percent graduate or are even on track to graduate five years after high school.
In addition to that, 85% of individuals with autism are underemployed or unemployed. Despite their talent or skills, many neurodivergent individuals “fall through the cracks,” so to speak, because institutions of higher education fail to create basic support systems or accommodations.
Why is this so? I think that Harvard Business Review’s Robert D. Austin and Gary P. Pisano make a good case: the time is now to move beyond just neurodiversity awareness and include acceptance and appreciation.