Autism Spectrum Disorder (ASD) is a neurological and developmental disorder that affects how individuals interact, communicate, learn, and behave. Although autism can be diagnosed at any age, it is categorized as a “developmental disorder” because symptoms typically appear within the first two years of life. In India, approximately 18 million people are affected by autism, representing about 12.7% of the total population. The prevalence of autism in India is rising, with an estimated one in 68 children diagnosed with the disorder. Boys are affected more frequently than girls, with a ratio of about 3:1.
A UNICEF-sponsored report based on research conducted by CGWC-IMHANS (Child Guidance and Wellbeing Center under the banner of the Institute of Mental Health and Neurosciences) has highlighted that the prevalence of ASD is approximately 2.34% among children aged 4 to 6 years in the Kashmir Valley. This region is witnessing a growing number of autism cases, particularly in the virtual sphere. Several factors contributing to this surge include low public awareness, a lack of basic services, and poor diagnostic practices.
Parents of children with special needs, such as autism, ADHD, and other developmental conditions, face a unique set of challenges. They often feel isolated and overwhelmed by their circumstances. The greatest challenge these families face is the lack of awareness about autism, not only among the general public but also among medical professionals.
Autism, being a spectrum disorder, manifests differently in each child, and its symptoms—such as communication difficulties, social interaction challenges, and restricted behavior—are frequently misunderstood. This lack of understanding often leads to stigmatization and social exclusion, making it even harder for families to seek help or find acceptance in their communities. Furthermore, the scarcity of specialized educational and therapeutic services adds to the burden families face, leaving them without the necessary resources for supporting their children effectively.
The Jammu and Kashmir Valley faces additional challenges when it comes to providing inclusive education for children with AutismSpectrum Disorder. Despite growing global awareness of autism, the region remains woefully unprepared to address the specific educational needs of autistic children. This lack of preparedness not only hinders the development of children with ASD but also places significant strain on their families, forcing many to seek alternatives outside the region or abandon the pursuit of specialized education altogether.
Autism is a neurodevelopmental condition that requires individualized educational approaches. These approaches typically include structured environments, sensory-friendly classrooms, and qualified teachers who are trained in behavioral and communication strategies.
However, most schools in the Kashmir and Jammu regions lack the basic resources needed to meet the needs of children with autism. There are only a handful of special education centers, and those that do exist often provide services for a wide range of disabilities without focusing specifically on autism. This general approach fails to address the unique needs of children with autism, leaving them underserved. Moreover, mainstream schools rarely have inclusive practices or assistive technology, resulting in feelings of isolation and frustration for both autistic students and their parents.
Parents of children with autism in the region face immense challenges. Many report a lack of awareness among educators, inadequate diagnostic services, and limited community support. The stigma surrounding autism further exacerbates this issue by discouraging open discussions and advocacy for improved services. Although private institutions in urban centers such as Srinagar have made some progress in addressing these needs, these options are often prohibitively expensive, leaving families from low-income backgrounds without access to critical resources.
Parents of special-needs children also face humiliation from child development centers when they ask for improvements, and many psychological reports prepared by clinical psychologists are not accurate. Unfortunately, some child development centers operate as profit-driven businesses rather than focusing on the well-being of the children they serve.
To address this crisis, a multi-pronged approach is necessary. The government must prioritize autism education by establishing inclusive practices in all mainstream schools, providing training for educators, and integrating inclusive policies into the educational system. NGOs and community groups should amplify their advocacy efforts to raise awareness and promote acceptance of autism.
With collective efforts, the Kashmir Valley can work toward creating an environment where every child, regardless of ability, has the opportunity to thrive and receive the support they need to succeed. This requires not only improved educational systems but also a cultural shift toward acceptance and inclusion for all individuals with special needs.
(Author is PhD, Teacher and Mother of Autistic Child. Feedback: [email protected])
