Autism Acceptance Month: Embracing Neurodiversity and Intersectionality
- reframe52
- Apr 13, 2023
- 4 min read
Updated: Feb 5
April is Autism Acceptance Month! Today, let’s get on the same page about our understanding of the autism spectrum. Creating a more inclusive and supportive environment for autistic individuals*, as well as becoming aware of the intersectional issues they may face, will lead to a more inclusive environment for everyone. Reflection and action are key. Let's challenge and unlearn ableist biases, seek out information, include autistic and neurodivergent perspectives, and actively support policies, practices, and environments that support our neurodiverse communities.
*In terms of the language surrounding autistic, neurodivergent, or disabled identity, scholarship is evolving and preferences differ regarding person-first (person living with autism) versus identity-first (autistic person) language. It is not one-size-fits-all. According to a recent study, autistic adults overwhelmingly prefer identity-first language, but professionals in the autism community are more likely to support and use person-first language (Taboas, Doepke, and Zimmerman, 2023). This changes person to person. We are mostly using identity-first language here due to the preferences of the autistic educator writing this post. You can find links to more information about this conversation in the source list below.
What is the autism spectrum?
When people refer to autism as a "spectrum," they are describing the wide range of ways that autism spectrum disorder (ASD) presents and is experienced.
Autism is not a single, uniform condition. The spectrum is not a sliding scale of “a little bit autistic” to “very autistic.” It includes a complex and diverse breadth of presentations, behaviors, needs, and strengths.
Autism does not present the same for everyone - it varies greatly from person to person in terms of sensory sensitivities, emotional regulation, communication styles, special interests, stims, and more.
Autism & Intersectionality
Experiences living with autism are also influenced by factors such as age, gender, ethnicity, co-occurring physical or mental health conditions, and other individual differences.
Structural ableist biases in our social and economic systems from education to healthcare contribute to disparities in employment, income, housing stability, and physical and mental health for people who are autistic. These disparities can compound for autistic folks who belong to additional marginalized groups, such as women, BIPOC, or LGBTQ+ individuals.
Inequities in autism research, testing, and diagnosis:
Because autism research has historically focused on white cis men, there are still gaps in research, knowledge and understanding about experiences of autistic people with marginalized identities - resulting in reduced awareness, understanding, and support for their unique needs.
Autistic individuals of marginalized genders, sexual orientations, races, and ethnicities may be underdiagnosed or misdiagnosed because diagnostic criteria and assessment tools for autism were based on white cis male presentations of autism.
This can be exacerbated by cultural differences, gender norms, language barriers, or racial, gender-based, and other forms of discrimination in assessment, diagnosis, and care. Additionally, formal diagnosis is also not equally accessible to all autistic people.
Our neurodiverse workplaces deserve to be celebrated!
Autistic employees bring a range of unique strengths, skills, perspectives, specializations, and methods of problem-solving and communicating to their relationships and communities.
However, fostering an inclusive and accommodating work environment requires a proactive approach, intentional collaboration, and revision.
Autistic employees deserve policies and practices that explicitly validate their needs and promote belonging.
Some basic strategies might include creating flexible work arrangements, sensory-friendly spaces, neurodiversity-affirming affinity groups, diversified communication strategies, and taking measures to both raise awareness and combat discrimination.
Seek the input of employees who are autistic and ensure that their perspectives are considered and their feedback is addressed.
Ensure that neurodiversity-affirming policies are communicated clearly to all employees and are consistently implemented.
Together, we can foster a more inclusive, accepting, and respectful attitude that values neurodiversity in all spheres of life.
Sources:
Neurodiversity Library - https://neurodiversitylibrary.org/
National Black Disability Coalition - https://blackdisability.org/
Autistic Women & Nonbinary Network - https://awnnetwork.org/
LGBTQ+ Autism Project - https://lgbtqautismproject.org/
Autism Society - https://www.autism-society.org/what-is/
National Institute of Mental Health - Autism Spectrum Disorders - https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml
Autistic Self Advocacy Network - Understanding Autism - https://autisticadvocacy.org/about-asan/understanding-autism/
Centers for Disease Control and Prevention - Autism Facts - https://www.cdc.gov/ncbddd/autism/facts.html
Hatzenbuehler, M. L. (2016). Structural Stigma, Health Inequities, and Resilience in LGBTQIA+ Communities: Evidence from Research and Implications for Interventions. Social Science & Medicine, 103, 119-128.
Magaña, S., et al. (2017). Autism in Black and Hispanic Families: The Need for Culturally Responsive Tools for Autism Identification and Assessment. Journal of Autism and Developmental Disorders, 47(7), 2064-2073.
Roux, A. M., et al. (2018). Disparities in Employment Outcomes for Transition-Age Youth with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 48(8), 2613-2623.
Nicolaidis, C., et al. (2020). Autism and Health Inequities: A Systematic Review and Mapping of Literature. Autism Research, 13(10), 1719-1732.
Autistic Self Advocacy Network (ASAN) (2019). Autism, Gender, and Employment: Making the Connection. Retrieved from https://autisticadvocacy.org/wp-content/uploads/2019/02/Autism-Gender-and-Employment-Making-the-Connection.pdf
Strang, J. F., et al. (2020). Gender and Autism: An Expert Consensus Statement on Gender Dysphoria/Gender Incongruence in Autistic People. Autism in Adulthood, 2(1), 1-13.
Milton, D. E. M. (2012). The Double Empathy Problem: Developing Empathy and Reciprocity in Neurotypical Adults as They Relate to Measured by the Empathy Quotient. Autism, 16(2), 131-141.
Pellicano, L., & Dinsmore, A. (2018). Understanding the Needs of Autistic Individuals: A Qualitative Exploration of the Narratives of Autistic Individuals and Their Clinicians on Mental Health Needs. Autism in Adulthood, 1(2), 130-137.
Lobato, D. J., et al. (2020). Autism and Intersectionality: Identifying and Addressing the Experiences of Autistic Individuals Who Hold Multiple Marginalized Identities. Autism in Adulthood, 2(3), 245-255.
Nicolaidis, C., et al. (2021). Beyond the Diagnosis: The Lived Experiences of Autistic Youth from Diverse Backgrounds. Autism in Adulthood, 3(3
"Autism and Social Justice: A Guide for Autistic Activism" - Autistic Self Advocacy Network (ASAN) (2019). Retrieved from https://autisticadvocacy.org/wp-content/uploads/2019/02/Autism-and-Social-Justice.pd
"Intersectional Autism: A Black Autistic Discourse" - Walton, K. (2021). Disability Studies Quarterly, 41(2). Retrieved from https://dsq-sds.org/article/view/5626/4661
"Disparities in Access to Diagnostic Evaluation and Services Among Underserved Black and Hispanic Children with Autism in the United States" - Thomas, K. C., et al. (2012). Journal of Autism and Developmental Disorders, 42(9), 1717-1724.
"Assessment of Racial and Ethnic Disparities in the Diagnosis and Prevalence of Autism Spectrum Disorder" - Durkin, M. S., et al. (2010). JAMA Pediatrics, 164(10), 904-910.
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