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For a long time, people in Brazil and around the world had no idea what Autism Spectrum Disorder (ASD) was, and with the evolution of international society, the UN, in 2007, established “World Autism Awareness Day” on April 2nd. It was only in 2018 that this day became a fixed date on the Brazilian calendar.
According to the Autism and Reality organization, from the moment the UN established this date on the world calendar, it maintained the intention of drawing the attention of the general population to the importance of understanding and treating the disorder.
The life of a person with Autism Spectrum Disorder in Brazil in the 21st century
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects communication, social interaction, and behavior, with symptoms ranging from mild to severe, and can be identified in childhood or although it can be diagnosed later in life.
And with all these characteristics, people with ASD often experience the world in unique ways and may require adaptations in daily life.
Starting in 2012, Brazil has made more concrete progress in guaranteeing rights for this population. One of the main milestones was the Berenice Piana Law (nº 12.764), which establishes the National Policy for the Protection of the Rights of Persons with Autism Spectrum Disorder. The legislation ensures access to early diagnosis, multidisciplinary care, therapies, and medications through the Unified Health System (SUS), in addition to recognizing individuals with ASD as persons with disabilities for all legal purposes
Another significant progress was the Brazilian Law for the Inclusion of People with Disabilities (LBI) (nº 13.146), which created the Statute of People with Disabilities and consolidated rights in areas such as education, health, work, mobility, and social participation, reinforcing a fundamental understanding: disability is not only in the individual but also in the barriers imposed by society – whether physical, communicational, or attitudinal.
In 2020, the enactment of the Romeo Mion Law (nº 13.977) helped increase the visibility and recognition of people with ASD. The law established the Identification Card for People with Autism Spectrum Disorder (CIPTEA), facilitating access to priority services in public and private services and reducing embarrassing situations, especially in contexts where autism is not immediately noticeable.
These laws have helped structure a society that is beginning to understand that inclusion does not mean forcing people with the condition to adapt to a standardized model, but rather transforming the environment to embrace diversity. In many cases, inclusion also requires society to adapt and remove barriers to make the world easier for this group of people.
Inclusion: A collective responsibility
In recent years, there has been a noticeable increase in the number of schools prepared to receive students with the condition (ASD), whether through structural adaptations or the presence of specialized professionals. However, it is essential to understand that the responsibility for the inclusion of autistic people should not fall solely on educational institutions, but on society as a whole.
This is evident, for example, when an autistic person finds themselves in a noisy environment and has a meltdown. Often, instead of understanding and support, mockery and jokes arise, revealing a lack of empathy in the face of an extremely delicate moment. In these situations, simple actions – such as offering support, understanding, or a distraction – can make a big difference in calming the individual.
Despite legal advances, the Brazilian reality still presents significant obstacles. Delays in diagnosis by the public system, the scarcity of specialized professionals, regional inequality in access to therapies, and the lack of continuous training in schools and institutions are recurring challenges faced by people with ASD and their families.
In the school environment, although legislation guarantees enrollment in regular schools, many institutions still lack adequate infrastructure, support professionals, or truly inclusive pedagogical projects. In the job market, the inclusion of autistic young people and adults remains limited, highlighting the need for more effective public policies focused on employability and social awarenes.
Inclusive Education and Transformative Initiatives
The difference between schools that invest in inclusion projects and those that do not is noticeable. Institutions that focus on teacher and professional training, curriculum adaptation, and individualized support tend to show positive impacts on the academic, social, and emotional development of children with ASD.
For example, the Inclusion Project at Mackenzie Institution develops actions aimed at inclusive education and support for students with disabilities, promoting adapted pedagogical practices and raising awareness within the school community. In addition, children and adolescents with the disorder at the school are included in routine disciplinary practices like all other students, with the structure and attention they deserve.
Initiatives like this show that inclusion is possible when there is planning, institutional commitment, and a humanized approach, since autistic individuals, like anyone else, deserve respect and equal opportunities.
A path still under construction
The lives of people with autism in 21st-century Brazil are marked by important advances, but also by persistent challenges. World Autism Awareness Month reinforces the need to go beyond one-off campaigns and transform laws into everyday practices
More than raising awareness, true inclusion requires coexistence, respect, and continuous adaptation – building a society that understands that inclusion is not a favor, but a right.
The article above was edited by Mariana De Oliver.
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