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In recent years, the number of autism diagnoses in Germany has risen steadily. This development raises important questions: Why is autism diagnosed more frequently today than it was just a few decades ago? What forms of autism are there and what are the main characteristics? How can daycare centers and schools better respond to the individual needs of autistic children in order to promote their development? And why are the affected children often asked to conform to norms too much?
Why are autism diagnoses becoming more common?
The diagnosis of autism has increased in recent years, and for a number of reasons. On the one hand, awareness of autism in society has changed significantly. In the past, autism was often not recognized, mainly because the diagnostic criteria were not so precise or autistic traits were dismissed as "unusual behavior." Today, there is more research and a finer differentiation of the different forms of the autism spectrum, which means that more children are recognized and diagnosed.
Another factor is the increasing attention to "high spectrum" or "highly sensitive" behaviors that often accompany autism, which have received less focus in the past. Today's society places increasing emphasis on inclusion and consideration of individual needs, so that even minor forms of autism that may have been overlooked in the past are now recognized and treated.
What forms and characteristics of autism are there?
Autism is a spectrum, meaning that it manifests itself in different forms. The most common classification distinguishes between "classic" autism, Asperger's syndrome and other forms such as atypical autism or PDD-NOS (pervasive developmental disorder - not otherwise specified). Each form has its own characteristics:
Classic autism : This often appears in early childhood and involves severe impairments in the areas of communication, social interaction and behavior. Children with classic autism often have limited interests and routines and require support in almost all areas of life. Intellectual development is usually below average, although individual differences may exist.
Asperger's Syndrome : Children with Asperger's do not have significant delays in language and cognitive development, and their intelligence is usually in the normal or above average range. However, they often have difficulty in social communication and display stereotypical behaviors. Their interests can be intense and very focused, making them experts in certain areas while having difficulty in others.
High-functioning autism : Also known as high-functioning autism, this form of autism refers to people who are intellectually and linguistically at a normal or above-average level, but have great difficulty in social interactions and dealing with change. Here, intellectual abilities are often in the normal to above-average range, but social and communication skills are impaired.
Atypical Autism / PDD-NOS : This diagnosis is used when symptoms do not fully meet the criteria for the other forms, but clear signs of autism are still present. People with atypical autism often have intellectual functioning within the normal range, with impaired social and communication skills.
Changes with the ICD-11 : With the introduction of the ICD-11 (International Classification of Diseases, 11th revision), these different forms of autism were grouped together under the overarching diagnosis of "autism spectrum disorder". This means that the previously separate diagnoses such as classic autism, Asperger syndrome and PDD-NOS are now considered different manifestations of the autism spectrum. The ICD-11 emphasizes that autism lies on a spectrum in which individual differences in terms of intelligence, communication skills and social interactions play a role.
Essential characteristics and peculiarities of autistic people
Some of the most common characteristics observed in autistic children include:
Difficulties in social communication : Autistic children often have difficulty understanding and interpreting nonverbal signals such as facial expressions or body language. They may have difficulty starting or maintaining conversations.
Peculiarities and hurdles in everyday life: Autistic children often experience everyday life in a different way, which leads to specific challenges, especially in the early stages of life in daycare and school . An important aspect is the flexibility of scheduling and the difficulty of dealing with changes in plans . A birthday that does not go as expected or a planned trip that is canceled at short notice can cause considerable stress. For many autistic children, dealing with unexpected changes, such as deviations from usual routines, is a major hurdle.
This can be particularly challenging in daycare centers and schools, where everyday life is often unpredictable. Here, children with autism need clear structures, and any sudden change can lead to overwhelm and stress.
Dealing with friends can also be difficult, especially at school, where group activities and socializing play a central role. Many autistic children have difficulty understanding social interactions or acting in group situations. They often want to have friends, but find it difficult to read social codes and integrate into a conversation or game. At school, it is therefore common for autistic children to be perceived as withdrawn, even though they would like to maintain social contacts. These difficulties in integrating into groups and playing with other children can also lead to frustration in daycare.
In addition, language delays or speech problems are often part of the picture of autism. Dyspraxia or verbal developmental dyspraxia can also occur, which affects the ability to produce language or coordinate movements. These delays or disorders can make it difficult to communicate needs, wishes or feelings, which can lead to misunderstandings and communication barriers both in daycare and at school.
Another common feature is eating disorders , such as the need to always eat the same food. These eating habits can be very problematic, especially in daycare and school, where eating lunch together is a fixed routine. Many autistic children find certain textures or tastes unpleasant, which can lead to them becoming very picky and only accepting a very limited range of foods. Many parents are very concerned about this and try nutritional supplements. Overall, many autistic children also experience the phenomenon of limited interests , which often focus on very specific topics or objects. These interests are often intense and narrowly focused, such as a fascination with numbers, vehicles, or certain types of animals. At school, this strong attachment to certain topics can lead to the child having difficulty concentrating on other tasks or subjects, which can affect their school performance. Repetitive behaviors , such as constantly repeating certain movements or activities, are also often another feature. These behaviors are often a form of self-regulation and offer children security and structure. However, they may be perceived as disturbing by others, which increases the pressure on the child.
These peculiarities and hurdles are particularly noticeable in daycare and school and require a lot of understanding and adaptation. Children with autism need individual support to find their way in an often hectic and unpredictable environment. This means that both educators and teachers must respond flexibly to the children's needs and provide the necessary structure that the child needs for positive development.
Sensory sensitivities: Many autistic children are sensitive to sensory inputs such as light, sounds or textures, which can quickly overwhelm or stress them. This sensitivity often manifests itself in physical reactions such as nausea or reduced appetite, which can exacerbate the already common problem of food intake. When children eat or drink less because of these sensitivities, additional health concerns arise. An often overlooked point is that while these children can be very sensitive to external sensory inputs, they are sometimes less sensitive to their own bodies. For example, they often experience cold or pain less intensely or differently than neurotypical children. Of course, the spectrum is wide and there are many variations.
Another example of sensory barriers is toileting, which can be extremely challenging for autistic children. These barriers can be caused by various factors such as disgust, fear of certain noises, unpleasant smells or the unfamiliarity of a new toilet. The combination of these different sensory impressions can be overwhelming for the child.
Mistake made by many schools and daycare centers:
Unfortunately, schools and daycare centers still try to expose children to as many stimuli as possible in the belief that this will "harden" them. I say this very clearly: No!
A child with autism can quickly become overwhelmed by loud, unstructured environments. Places with lots of people, bright lights and constant noise - such as carnival parades or amusement parks - can cause enormous stress. It is important to deal with such situations sensitively and not to expose the child to this overstimulation unnecessarily. Unlike an anxiety disorder, autism cannot be "trained away" or made accustomed to certain stimuli. Instead, the sensitivity to stimuli must be respected by using measures such as noise-cancelling headphones, places to retreat to or a gradual approach to new situations.
Parents should not put themselves under pressure to repeatedly put their child in stressful situations in order to "adjust" them. Excessive stimulation does not lead to "normalization" but rather increases stress and overwhelm. Instead, parents should learn to adapt to their child's needs and pay attention to their signals. It's about working on the child's flexibility in small, carefully measured steps so that they gradually learn to deal better with new or unfamiliar situations - without exposing them to unnecessary extreme stress.
Parents often feel compelled to steer their child "in the right direction," which can lead to them ignoring their own instincts and exposing them to overstimulation that is simply not healthy. The path to flexibility does not lead to excessive demands, but rather to a supportive environment in which the child feels safe and can learn, in small steps, to deal with new challenges.
Autism is not a disease that can be cured, but rather a neurological developmental condition that shapes the lives and perceptions of affected children in a unique way. It is a lifelong spectrum with different manifestations, and each child has individual needs and challenges!
Need for structure and predictability: Autistic children often benefit from clear and structured daily routines. Changes, especially unexpected ones, can cause them stress. One aspect that is often overlooked is how games and activities are organized in daycare centers or schools. For example, it is often thrown or randomly selected who goes next or who wins a game - and this can overwhelm autistic children. For these children, it is not the losing that stresses them, but the unpredictability and the lack of a clear structure. They have difficulty with the uncertainty and the change in rules during the game.
What educators and caregivers often don't realize is that the goal is not to teach the child that losing is "okay." It's more about making the game more predictable so that the child knows what to expect and has a structure to rely on. For example, setting clear rules for the game or adapting the game to make it easier for the child to understand and less stressful. The challenge is not only to involve the child in the competition, but also to ensure that the setting does not become an emotional burden for the child.
Misconceptions: There is a misconception that autistic children do not form bonds or need affection. In fact, these children often need a lot more affection and closeness to feel safe and understood. Many autistic children laugh and cry just like others, but they often have difficulty expressing their emotions at the "right time" and "right place" - for example, they may laugh in a serious situation or not be able to cry when it is expected. They express their feelings in their own, sometimes unconventional, way, which is often misunderstood.
Tips for dealing with children in daycare and school - Autism Childhood
There are a number of helpful measures that can make life easier for autistic children in daycare centers and schools:
Small adjustments instead of big changes : It is important that adjustments in the everyday life of autistic children are made in small steps. Changes that are too fast or too many can seem overwhelming. Children who are tied to their usual routines need time to adapt to new circumstances.
Visual aids and clear structures : Autistic children often benefit from visual schedules, picture cards or timetables that help them anticipate the day's schedule. This reduces anxiety and uncertainty.
Quiet zones and break rooms : Quiet zones or retreat rooms are especially important in schools, where autistic children can recover from overstimulation or stress.
Individual support and encouragement from school assistants : School assistants are an important source of support. However, they should be well trained to be able to respond to the specific needs of each individual child.
Acceptance and understanding of differences : Instead of demanding that autistic children conform to the norms of the group, the focus should be on promoting their particular strengths. An important part of this is giving other children a better understanding of autism so that they can develop more acceptance and empathy.
Interests and Strengths of Autistic Children
Autistic children often have very specific and deep interests that not only bring them joy, but can also make them experts in certain areas. These interests can be used as anchors to promote social and cognitive skills. Examples could include:
Math, numbers and patterns : Many autistic children have a strong interest in numbers and mathematical concepts. This interest can be used to encourage problem-solving skills and logical thinking.
Science and technology : Technical devices or scientific topics can fascinate autistic children and arouse their curiosity.
Music and art : In some cases, autistic children find music or art as a form of expression that helps them communicate their emotions.
The need for reforms in the education system
The German education system urgently needs to rethink how it deals with autistic children. Schools should become more flexible and offer more individual support. Instead of demanding that children conform to norms, the system should be designed to recognize and promote the diversity and different needs of children. This requires a comprehensive reform in which individual support, the training and further education of teachers and the integration of specialists such as school assistants and therapists in everyday school life play a central role.
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Autism Childhood
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