The first week of December, European Autism Awareness Week, is a time to pause and look at each other with greater tenderness and curiosity—regardless of how we perceive the world, how we communicate, and how our minds work.

Autism is one of the non-neurotypical ways of brain function. It is a neurodevelopmental difference that affects communication, social interactions, and the way we perceive and process stimuli. Many people on the spectrum also possess unique abilities—analytical, creative, musical, or linguistic—that enrich our academic community.

What exactly is autism spectrum disorder?

We say "spectrum" because autism doesn't look the same in every person. It encompasses a wide range of experiences, behaviors, and needs. To make a diagnosis of ASD (Autism Spectrum Disorder), a specialist considers three areas:

verbal and nonverbal communication,

social relationships and interactions,

repetitive behaviors, routines, and special interests.

It's important to remember that autism doesn't confine someone to a specific framework—rather, it's a different way of experiencing reality. Diverse perspectives are of immense value in an academic environment that thrives on collaboration and the exchange of ideas.

How to recognize and better understand autism?

The first signs of autism can appear in early childhood, but many people are diagnosed only during school, college, or even adulthood. There is no single set of symptoms, but they often include:

• difficulty maintaining eye contact,
• delayed speech development or a different communication style,
• a strong need for routine, predictability, and order,
• over- or under-sensitivity to stimuli (e.g., sounds, light, touch),
• difficulty reading the emotions and intentions of others.

However, this is only a small part of who a person is. Behind each of these points lies an individual story, personality, dreams, and talents.

How can we create a supportive community?

Diversity of minds and ways of thinking can truly impact the way we share our common space.

What can we do?

• Be open to knowledge – the more we know about autism, the easier it is to develop empathy and understanding. Speak clearly, calmly, and specifically – many people on the spectrum feel safer this way.
• Respect the need for routine and other people's boundaries – for some, change is like a sudden collision with noise.
• Don't be quick to judge behavior – different reactions may result from sensory overload, stress, or the need for regulation.
• Support self-determination.

Early diagnosis (the ADOS-2 test is helpful) and appropriate developmental support can significantly improve the quality of life for a person on the spectrum. Support may include speech therapy, sensory integration therapy, psychological or behavioral therapy, pedagogical support, and educational and environmental adjustments.

In academia, inclusive education, conscious lesson planning, empathetic communication, and supportive spaces – those that allow for learning and working in harmony with one's needs – are very important and may be very helpful.

References

American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Baron-Cohen, S. (2020). The Pattern Seekers: How Autism Drives Human Invention. World Health Organization (2022). Autism spectrum disorders. Happé, F., & Frith, U. (2020). Annual Research Review: Looking back to look forward—changes in the concept of autism and implications for future research. Journal of Child Psychology and Psychiatry.