[{"_1":2,"_110":-5,"_111":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,74,86,98],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":56,"_72":56,"_73":56},"mediaId",6616575,"mediaKeyId","2851873-8352d1feb18953d6af6348ea5a37c030","parentId",2851873,"title","Parent describes repeated barriers to pain care, therapies and AAC for her nonspeaking autistic son","audioSeconds",1428,"startMs",8419000,"endMs",9847000,"viewUrl","/Search/View?dp=1&key=2851873-8352d1feb18953d6af6348ea5a37c030&start=8419&end=9847","thumbnailUrl","https://assets.pipeline.soar.com/2851873-8352d1feb18953d6af6348ea5a37c030/thumbnail_8419000.jpg","articleUrl","/articles/6616575/Parent-describes-repeated-barriers-to-pain-care-therapies-and-AAC-for-her-nonspeaking-autistic-son","mediaUrl","https://secure.pipeline.soar.com/6616575-ca7a45698f64eac29ccd4e99ca9122c2/orig.mp4?Expires=1771180792&Signature=ADthItLCMeh6qdsNjQ5fBl4b~VIXXwy1ia4-0b~WZZoCVZOsDkFf-hZVXnsZ9FrNtrQR3ojjeB6bGH40CaaIp53m7XFB9S1PpaH9f0qV-p9J6RWUpLXNLRq7ca22IYcvDtTrFGNximdOPPMRD-xDglOz9n-LdaPzXZFhotsk~FJyr9WHrhnd~QXk49NpS2AkfMM8gOkclpbXxW-0iQTn1bmgc-EaMljbxo71dcsTxSorpTNqHZ5lXSPDsZqvxX3ebQHx-NsWSj-I4nS2ZoF9W6n27ZYn6xhB6HN00LDnNBFx2Gc5TZrZdq0Pm7zTGiHL0tmYTVT~-xOWVD8iBV2g6g__&Key-Pair-Id=KUT5TJCACFTXG","author","","date","2025-04-02T19:07:09.017Z","article","At a World Autism Awareness Day panel, Gayatri Vasan of Bangalore described her family’s struggle to obtain consistent medical care, effective therapies and communication supports for her nonspeaking autistic son, whom she said became nonverbal after a surgical anesthesia event. She urged medical and education professionals to take parent observations seriously and to prioritize basic communication access and pain management rather than assuming behaviors are “just autism.”

Vasan recounted that initial diagnostic pathways left her and her husband “completely at sea” and that subsequent clinical encounters often dismissed physical complaints as autism-related behaviour rather than investigating possible physiological causes. She described episodes of severe pain and self-injury and said clinicians sometimes recommended psychiatric admission rather than targeted medical or dental evaluation. “Please take them seriously,” she told the session.

Why it matters: the parent testimony highlighted gaps between diagnostic labels and individualized assessment. Vasan described how clinicians’ and therapists’ assumptions about autism sometimes precluded routine medical workups (for dental pain, migraines or gastrointestinal issues) and how that can leave families isolated and children untreated.

Communication and AAC: Vasan said attempts to teach basic AAC tools and other communication strategies had limited success for her son to date and that she still struggles to find practitioners who can teach and generalize AAC for nonverbal children with complex support needs. She urged professionals to view parents as primary informants and to work with families to identify and train devices or boards that allow even basic expressions — for example, indicating pain or hunger — across contexts.

Treatment and medication concerns: Vasan described pronounced sensitivity and strong adverse reactions in her son to some sedatives and psychiatric medications and said that medications sometimes disrupted his balance, eating and mood. She said she has resisted some medications that felt inappropriate and appealed for clinicians to engage with family observations about side effects and responses.

Bottom line: Vasan’s account underscores the practical consequences of systems that default to behavioral or psychiatric explanations without first ruling out treatable medical causes, and it highlights the need for accessible AAC training, pain-management protocols and clinician-family partnership when working with nonspeaking autistic children.","mediaType","Video","parentTitle","(Part 2) Autism Awareness Day 2025- Advancing Neurodiversity & the UN SDGs | United Nations","oneSentenceSummary","A parent at a World Autism Awareness Day session recounted diagnostic delays, repeated clinical dismissals and difficulty accessing communication supports and appropriate medical care for her nonspeaking autistic son, urging clinicians and schools to take parent concerns seriously and to prioritize basic communication access.","taxTitle","United Nations","taxId",77382,"location","headline","shortSummary",{"_33":75,"_35":36,"_37":38,"_39":76,"_41":77,"_43":78,"_45":79,"_47":80,"_49":81,"_51":82,"_53":83,"_55":56,"_57":58,"_59":84,"_61":62,"_63":64,"_65":85,"_67":68,"_69":70,"_71":56,"_72":56,"_73":56},6616580,"Nonspeaking autistic panelists and advocates call for mainstream access to typing-based AAC and legal enforcement of communication rights",321,8087000,8408000,"/Search/View?dp=1&key=2851873-8352d1feb18953d6af6348ea5a37c030&start=8087&end=8408","https://assets.pipeline.soar.com/2851873-8352d1feb18953d6af6348ea5a37c030/thumbnail_8087000.jpg","/articles/6616580/Nonspeaking-autistic-panelists-and-advocates-call-for-mainstream-access-to-typing-based-AAC-and-legal-enforcement-of-communication-rights","https://secure.pipeline.soar.com/6616580-728e5680a4a08e46c54032a07cfba31d/orig.mp4?Expires=1771180792&Signature=lN8bDSkHYmCthMUjLihBqqi5LVSJKfmRHQc36Hh9am6Vps0P2dlHjogc3Lh4HY51-JcuOlmnQLjwiUOUujzimGeVYGXvk2QjWij4j3G0VU9SQ37GCBbVUJGzb1IQ7VCMmvCyZaEY49hm6qlKaU2ZG4wJTgkURccnMO1PbmAojduYkiPC67M6F9-QDg0YeKkT1Nd5VG7ntLnv5lhwnOrlHNx-FUrGl4u3CGruBBIc7LRkDpdHDpSxEaKlV31GhnwW5dzUlzKQ~FybUZQn-iUHLcvIiv4goR03Ob8Mxjk~MkWD6KOmgKTDDfBkQA9lpCBntc6Cx5ffcpwb935o7yIuZw__&Key-Pair-Id=KUT5TJCACFTXG","Nonspeaking autistic panelists and communication-rights advocates told a United Nations World Autism Awareness Day session that access to augmentative and alternative communication (AAC) tools — particularly the ability to type — is essential to education, health care and civic participation. Panelists said misconceptions that equate nonspeaking with intellectual disability block access to schooling and supports.

The session, moderated by Charlotte Fuller, featured Aditi Somarina Rayyan (nonspeaking autistic author), Tarun Paul Matthew (nonspeaking autistic advocate, India), and Elizabeth Bonker (executive director, Communication for All). “We have a motor disorder called dyspraxia, not a cognitive one,” said Elizabeth Bonker, describing how typing opened education and public participation opportunities. Panelists argued that typing instruction should be available to children aged five and older and should be taught across classrooms.

Why it matters: panelists said many schools and local systems provide picture-based AAC or so-called “talker” devices but fail to teach typing — which allows more complex expression and access to mainstream curricula. In some jurisdictions, panelists said, schools deny AAC of choice and families face long legal battles to secure effective communication supports.

Barriers and remedies: panelists identified high device cost, low clinician and educator awareness, and persistent myths (for example the belief that AAC will reduce spoken speech) as key barriers. They urged governments and education departments to: (1) provide low-cost tablets and tax incentives for AAC devices; (2) require AAC training for teachers and therapists; (3) normalize use of AAC in classrooms and public spaces (for example by placing communication boards in hospitals and transport hubs); and (4) ensure legal enforcement of communication rights where statutes exist.

Legal and policy context: Elizabeth Bonker pointed to the U.S. Americans with Disabilities Act and urged clearer Department of Justice guidance to affirm that communication partners and effective communication methods are covered by law. Aditi noted that India’s Rights of Persons with Disabilities Act (2016) and the 2020 national education policy already mandate inclusion and accommodations but implementation is inconsistent.

Practical guidance: Communication for All (c4a) offers free resources to teach typing, including step-by-step lessons and stencils; panelists recommended starting with larger-letter stencils for motor-challenged typers and using coaching to develop reliable motor control. Tarun and Aditi described how access to AAC changed how they were perceived and the opportunities available to them.

Bottom line: the panel framed AAC access as a civil-rights and education-equity issue: providing effective communication tools and the training to use them enables nonspeaking autistic people to participate in education, health care and public life.","Nonspeaking autistic panelists and nonprofit advocates told a World Autism Awareness Day session that access to augmentative and alternative communication (AAC), including typing, is transformative and urged schools and governments to treat AAC access as a civil right.",{"_33":87,"_35":36,"_37":38,"_39":88,"_41":89,"_43":90,"_45":91,"_47":92,"_49":93,"_51":94,"_53":95,"_55":56,"_57":58,"_59":96,"_61":62,"_63":64,"_65":97,"_67":68,"_69":70,"_71":56,"_72":56,"_73":56},6616585,"Employers urged to redesign hiring and workplace practices to include neurodivergent talent",3182,3269000,6451000,"/Search/View?dp=1&key=2851873-8352d1feb18953d6af6348ea5a37c030&start=3269&end=6451","https://assets.pipeline.soar.com/2851873-8352d1feb18953d6af6348ea5a37c030/thumbnail_3269000.jpg","/articles/6616585/Employers-urged-to-redesign-hiring-and-workplace-practices-to-include-neurodivergent-talent","https://secure.pipeline.soar.com/6616585-1532e69e05bbdea1d1ddc924d9fbac16/orig.mp4?Expires=1771180792&Signature=bxnfhV7UbHJdo--QawWl1Y~u98gdZ9~noaRdyYDf7g3OvBHXd5F9UYRRvCHfqYKvl2~XfMdx1GfOcKY9Y0cDOv7MaOUb6jzOlsYm46kb49xO8Zim9RKNYOY4aZLnejNyaTYNIfYeaq7DYT6GjFxz4kDZC~j6gpTb5rNXTGRXjD6DcFOqPHosMNEz0T1DonVtJWhBp1BDWVBdr-TSE2yXrNrMIsMiT5RYQTKMObxRMyDQVAta7iY9D8FoToTu9FGoFhwOPX~iKog-ZAV18huggjcHXYY4u1jOHyNkS8l3e3bIP6Pq5FSehY7lc3Mg9lGOk8XWOQhN1MhW-Ow5twzLjg__&Key-Pair-Id=KUT5TJCACFTXG","A United Nations World Autism Awareness Day panel on workplace inclusion recommended immediate changes to recruiting and workplace practices to better include autistic and other neurodivergent workers. Panelists said employers can start with more concrete job descriptions, by sharing interview questions in advance and by using work trials or task-based assessments instead of relying solely on impromptu interviews.

Panel moderator Ipsita Sen opened the session, and speakers included Katie J. Adreanu (founder, KJ and Getty Solutions), Jonathan (Hong Kong, neurodiversity consultant), Anjane Sharma (youth ambassador, Singapore), Madiha (president, ION Malaysia and founder/CEO, Plus Vibes Group), Jeremy (founder, Focus Bear, Australia), and others. Jeremy recommended applying the principle of “least surprise” to job adverts and interviews so candidates know exactly what the job requires; he also recommended competency demonstrations and short work trials rather than privileging high-pressure interviews.

Why it matters: panelists noted exceptionally high unemployment rates for autistic people in many countries and argued that simple hiring adjustments can reveal skills that traditional interviews miss. Madiha pointed to low-cost, high-impact accommodations — mentorship, breaking tasks into steps, structured support from managers — and urged small and medium enterprises to act as well as large employers.

Practical changes discussed: panelists listed several employer actions that can be adopted quickly: (1) make job descriptions precise about required tasks and social interactions; (2) send interview topics or questions in advance; (3) offer skills demonstrations or work trials; (4) create flexible scheduling, routine predictability and quiet or regulation spaces at work; (5) involve neurodivergent employees in designing social events; and (6) include neurodivergent voices in policy design.

Case studies and sourcing: speakers named examples of corporate programs and NGOs that bridge candidates to jobs, including SAP’s autism hiring program, Ultranauts (a highly neurodivergent company profile) and local training-to-work initiatives. Katie said national and regional programs exist to source neurodivergent talent and urged employers to connect with NGOs to find candidates.

Culture change and leadership: several panelists stressed a top-down communication approach and repeated, normalized discussions about neurodiversity rather than one-off awareness sessions. Jonathan recommended occupational assessments, career coaching, and post-hire supports; Anjane, a youth panelist, emphasized breaking tasks into bite-sized steps and offering self-regulation spaces and clear, consolidated communication platforms.

Bottom line: the panel framed inclusion as both a business opportunity and workplace equity: many employers can benefit from attention-to-detail, pattern recognition and deep focus among neurodivergent workers, while modest changes to hiring and daily practices can markedly increase employment and retention.","Speakers at a World Autism Awareness Day panel recommended concrete hiring reforms—clear job descriptions, questions provided in advance, task-based assessments—and low-cost workplace accommodations such as mentoring, flexible schedules and alternative social events to boost employment of autistic people.",{"_33":99,"_35":36,"_37":38,"_39":100,"_41":101,"_43":102,"_45":103,"_47":104,"_49":105,"_51":106,"_53":107,"_55":56,"_57":58,"_59":108,"_61":62,"_63":64,"_65":109,"_67":68,"_69":70,"_71":56,"_72":56,"_73":56},6616590,"Panelists urge project-based learning, universal design and teacher training to make education more inclusive for autistic students",2957,239000,3196000,"/Search/View?dp=1&key=2851873-8352d1feb18953d6af6348ea5a37c030&start=239&end=3196","https://assets.pipeline.soar.com/2851873-8352d1feb18953d6af6348ea5a37c030/thumbnail_239000.jpg","/articles/6616590/Panelists-urge-project-based-learning-universal-design-and-teacher-training-to-make-education-more-inclusive-for-autistic-students","https://secure.pipeline.soar.com/6616590-b4d2ad298bf7cb0a8ad6b34243c89ca9/orig.mp4?Expires=1771180792&Signature=MV42GtxPRlnNNQAbW5K-vmPpLndZ2TDytXIpBjTOImq2g~iyxpS~vc~YFc2VcOdUWHjTu8QVLRlcKT7Ve4o~viibCKV7889dDYz3VflT59-LPMwhD5MQqXfpoJENwbhy4za-QHhT8WUf~ml76YNWY-dxEP-j6GIR2azMlSRatD-6~l1NdSLeEVdjOZC0gFCsa1GhGzRsUDuBSAU5aG-dkSkaJ3S--t~6uhAcx9FzHpzNR2OeqFEYTSFa1f2ls9jSaKi5mOu6sX9edw4vl0aMKDi7o-hU2givzfsMVqkZ-DB--~NFg8FyUg6ztqIo8l5EqM8RubIlG-CwJpR~xaghbg__&Key-Pair-Id=KUT5TJCACFTXG","A panel on inclusive education convened during the United Nations World Autism Awareness Day underscored project-based learning, universal design for learning and mandatory training for educators as immediate steps to make classrooms more accessible for autistic students. Panelists argued schools should normalize accommodations, start inclusion earlier and use technology and flexible teaching methods to meet diverse needs.

The panel — moderated by Hazlin Ahmed — included Catherine Guimard (founder, ION France), Mesa Obaid (panelist, UAE), Pallavi Malik (special-education practitioner, UAE), Ayenwole Poluwatife Joshua (diversity advocate, Nigeria), Alia Bouli (ION South Africa), Natasha von Staden (ION South Africa) and a panelist identified as Maisa who spoke on assistive technology. “Project-based learning…is very inclusive and includes everyone,” said Catherine Guimard, proposing cross-continent projects that blend subjects and life skills. Panelists repeatedly called for training across staff, parents and students so accommodations become routine rather than exceptional.

Why it matters: panelists said current curricula and school norms—long days, lecture-focused classrooms and a one-size-fits-all approach—leave many autistic students excluded or underused. They argued that changes in pedagogy and school processes can improve social and academic outcomes without segregating students. Pallavi Malik and others emphasized sensory-friendly classrooms, assistive technology, and flexible instruction to support learning differences.

Details from the panel: speakers described specific classroom and system changes that can be implemented now. Mesa Obaid recommended schools publish simple accessibility statements and social-media representation so parents can identify supportive schools during enrollment. Joshua urged development of personalized learning plans, accessible mentorship and on-site mental-health supports at universities and schools. Natasha von Staden and Alia Bouli highlighted predictable routines, transition plans between school stages and mandatory, ongoing autism training for teachers.

Technology and training: Maisa (technology panelist) noted improvements in mainstream operating systems and apps — for example, Microsoft’s Immersive Reader and built-in speech-to-text — that can provide multiple assistive functions on one device, reducing stigma and cost. Panelists cautioned that assistive tools require planned, individualized rollouts and teacher coaching rather than one-off deployments.

Panel recommendations and next steps: top-level recommendations were (1) adopt project-based curricula and universal design for learning; (2) require and fund ongoing autism-specific training for educators; (3) normalize AAC and assistive technologies across school environments; (4) create advisory panels including autistic people and families; and (5) build clearer transition plans from school to higher education or employment.

The panel framed inclusion as systemic rather than accommodation-only: several speakers asked education authorities and school leaders to involve autistic people and parents directly in policy and curriculum design to avoid decisions made “about” rather than “with” the students they affect.

Looking ahead: panelists invited government, school systems and civil-society partners to convene roundtables and pilot projects that put these recommendations into practice. Guimard said she would welcome sitting on roundtables with government officials to discuss implementation.","International panelists at a World Autism Awareness Day session recommended project-based learning, universal design for learning, earlier accommodations and mandatory teacher training to improve outcomes for autistic students across schools and higher education.","actionData","errors"]

Article not found

Parent describes repeated barriers to pain care, therapies and AAC for her nonspeaking autistic son

Nonspeaking autistic panelists and advocates call for mainstream access to typing-based AAC and legal enforcement of communication rights

Employers urged to redesign hiring and workplace practices to include neurodivergent talent

Panelists urge project-based learning, universal design and teacher training to make education more inclusive for autistic students