Ability valorisation in autism spectrum disorder: A psych-human rights approach

Pages: 490-495
Saswati Jena (Counselling Psychologist, University, Counselling Centre, P.G Department of Psychology, Utkal Uniersity, Bhubaneswar, Odisha )
Sareeta Behera (Doctoral Researcher in Child Rights and Autism & State Autism Appellate Board, Member (Govt. of Odisha) )

The understanding and panorama of Autism Spectrum Disorder is often seen as a childhood neuro-developmental disorder affecting social communication and behaviour. Yet, some significant modalities of Autism pertaining to its epidemiological standpoints, pin-pointed interventions and acceptance levels still remain unclear till date. In the muddle of interventions, social exclusion, quest for acceptance and fighting for a meaningful survival; sometimes the abilities of people on the Autism Spectrum are left in the lurch. This not only violates their basic human rights but also their capacity of contributing to the civil society with their fullest potentials. The present study is an attempt to develop an insight on the abilities and booming prospects of individuals with Autism Spectrum Disorder. This study included 25 subjects from different special schools and inclusive schools from Bhubaneswar, Odisha. For the exploration of the objectives, it took a quantitative (2 by 2 repeated measures analysis with the last factor repeated) and qualitative approach to understand and valorise their skill sets appropriately, in their best interest. Results revealed that there was a significant improvement in sensory abilities of the children with Autism, when intervention was based on child rights. Type of schooling (Special Schools & Inclusive Schools) and type of intervention (Rights Based Integrated Approach & Regular Approach), both have significant effect on motor abilities of children with autism. Type of schooling (Special schooling) had a significant effect on Intellectual ability of children with ASD with regular intervention strategy. Type of intervention (Inclusive Schooling) has a significant impact on facilitating Emotional strength of children with Autism. Results were discussed in the light of changing the perception of society towards children with autism and giving more emphasis on ability valorisation. The uniqueness of each child with ASD was acknowledged and their Right to Life with Dignity was internalized to accept and respect them as they are.