Austism: Problem That Generates Social Exclusion

Austism: Problem that generates social exclusion

“If you could enter my silence you understood my eyes;If you could hear my heart I would say how much I love you;If you could look beyond my distance you would know that I don’t want to be alone;Do not judge me for not being like you or ask me to become. I have autism, but I am much more than that."

This essay aims to raise awareness of the general population about how autism and the problems that can have in education, also lead to the reflection of each of us’s contribution to combat this problem. For the writing, virtual books and articles related to the subject have been consulted.

The term "autistic" comes from the Greek cars that means "yourself". The autistic person is one to which other people are opaque and unpredictable and who live as absent (mentally absent) with respect to those around him (Riviere, 1999) (1) (1). Autistic loneliness has nothing to do with being physically, but with being mentally (Fith, 1991).

One of the most prominent pragmatic features of this disorder is that people who suffer from it cannot literally understand the message, so they are unable to understand indirect acts, indirect metaphors. They are also limited to a mental representation, in which they do not distinguish intonation, they only structure prayer without creating their representation. This can be tried to educate from routines. In addition, sociolinguistic competition is also affected, since people are not able to understand their expressions;which generates difficulties when relating to others.

The birth of a person with autism spectrum disorder in family unit changes expectations and influences the family group, affecting the development of the person with the disorder and relationship between the support networks that can be launched and theintended quality of life. The appearance of a person with autism spectrum disorder in the family is an alteration;The family could contribute and join specific professional programs. Therefore it goes from a pathological conception, focused on the deficit to another educational in which the axis are family needs and demands. The conception of educational needs in a systemic or interactive global vision conceives families of people with autism spectrum disorder, as typical families in exceptional circumstances. The needs are not only determined by the disability of the child and other family variables but also to a large extent, by the response or lack of response in a specific social environment (Paniagua, 1999). Within this area to value as is the evolution of families who have a person with autism spectrum disorder becomes relevant.

At the educational level it is recommended that for these children an individualized educational program be made, because as mentioned, the child has a certain deficit when interacting with others;As the phrase says: "Academic objectives need to be designed to satisfy the intellectual capacity and level of functioning of each individual".

As the latter, it is important to know that autism is a syndrome that is not curable but treatable with a correct diagnosis and monitoring of specialists. Diagnosis is the key point for treatment. Children with this syndrome have created a whole world around them totally different from ours, we don’t want to change it but be part of it.