KUCHING: Autism spectrum disorder (ASD) is a neurological and developmental condition that affects how individuals interact with others, communicate, learn, and behave.
People with ASD often face challenges with social communication and interaction. They may also engage in restricted, repetitive behaviours, interests, or activities. Additionally, they may experience hypersensitivity to sensory elements such as temperature, pain, light, and sound.
Individuals diagnosed with ASD are often perceived as problematic or abnormal, which has led to discrimination and social exclusion.
Despite these social challenges, individuals with ASD are often considered exceptional in various ways. They can excel in mathematics, art, music, technology, engineering, and more.
They are known for their honesty, reliability, strong attention to detail, unique sensory perception, and remarkable memory and focus.
At the Kuching Autistic Association (KAA), teachers and caregivers are the backbone of the community, dedicating themselves to supporting individuals with ASD.
These educators and caregivers help individuals with ASD manage their behaviour, develop new skills, and discover talents that can enrich their lives.
Darren Charlie, the program coordinator for the Elementary Instruction Programme (EIP), noted that public awareness about autism remains insufficient, and there is still much work to be done to improve understanding.
“When I started working in 2015, public awareness was limited. Sometimes, people assume that individuals with ASD have some contagious disease,” he explained.
“However, awareness of autism has been improving. My experience at KAA has opened my eyes. I now understand what ASD looks like and how to help these children.
“This understanding inspired me to continue being part of this organization, helping children with ASD improve their social abilities and learn important life skills,” Darren said.
Audrey William, the head teacher for the EIP, also shared her motivations. She expressed a deep desire to learn more about children with ASD and find ways to support them.
Before joining KAA, she spent three years helping dyslexic children improve their learning skills.
“I wanted to help, even though what I did before was very different,” she said.
“Despite the differences, these are still children, and they have the right to learn and be educated.
“What inspires me personally is my desire to learn more about autism and expand my knowledge in special education.
“In my previous job, I worked mainly with children with learning disabilities, such as slow learners.
“There’s a saying I always carry with me: ‘If we don’t help them, who will?’
“That’s why I’m truly passionate about this work. I want to help, I want to keep learning, and I want to understand how to support them better,” Audrey said.
She added that early intervention is critical, as children are more adaptable at a young age and can be guided to develop into confident and capable individuals.
Nolly Juang, a coordinator for the Secondary Instruction Programme (SIP), shared that her inspiration came from having relatives with special needs. This personal connection instilled in her a sense of responsibility to support others with similar challenges.
Although she majored in town planning and management for her degree, her exposure to individuals with ASD deeply impacted her.
“In my 10 years of experience, I’ve found that individuals with autism are truly unique. When I started teaching, I noticed they never forget our names, even after many years,” she said.
“Even students we taught at five or six still remember our names. That’s one of the many remarkable traits they have.”
However, Nolly acknowledged the difficulties and challenges that come with her work. Teachers and caregivers must overcome these challenges to ensure that children at KAA receive the proper care and support.
She recalled struggling with students who exhibited challenging behaviours when she first started.
“Even though it’s difficult, as teachers, we feel a responsibility to help.
“If we don’t step in, who else will? That sense of responsibility motivates me to stay in this role,” she said.
For Darren, his first experience at KAA was particularly challenging due to his limited knowledge of ASD and lack of experience working with individuals on the spectrum.
He shared that people with autism often exhibit behaviours that differ significantly from those of other individuals with special needs.
“Many people say that working with individuals with autism is the hardest because of their unique behaviours.
“When I first started, I didn’t fully understand autism. I thought it was similar to conditions like dyslexia or Down syndrome.
“There was one student who had difficulty adjusting to new people or changes in their environment, such as new perfumes, hairstyles, or colours.
“These sensory inputs were overwhelming for them, leading to sensory overload and behavioural challenges.
“I approached this student without fully understanding the do’s and don’ts of interacting with someone with autism. My sudden approach triggered challenging behaviours, and I realized I had made a mistake.
“At that moment, I doubted whether I could continue this work. But my former boss reassured me that I could learn from my mistakes.
“From that incident, I learned the importance of understanding their behaviours and giving them time to adapt to new situations,” Darren said.
Audrey shared similar experiences from her early years at KAA. She recounted working with a student categorized as high risk for self-harm during her second year.
“Knowing this, I constantly asked myself what I could do to help the student and manage their behaviour.
“For each student, we need to adapt our teaching style to meet their individual needs. For this particular student, I tried many approaches, even if they didn’t always work.
“At least we try, and we learn how to help. This student left a lasting impression on me,” she said.
“But it’s our responsibility to help these children and their families.
“What matters most is ensuring that these children have a future and are accepted by society.”
Audrey also expressed her hope that the public will better understand ASD and move away from misconceptions, such as viewing autism as a disease that can be cured with medication.
“We cannot treat autism as if it’s something to be ‘fixed’ or ‘cured.’ Individuals with ASD need our support and access to therapies tailored to their needs.
“To parents whose children have been diagnosed with ASD, please come to us. Let us help your children,” she said.
Nolly echoed this sentiment, emphasizing the importance of public acceptance and awareness.
“Acceptance is key. I’m grateful that more parents today recognize and acknowledge that their children might have autism, even in mild cases.
“At KAA, we focus on supporting children with autism. We provide them with education and guidance, and we’re here to help families navigate this journey,” she said.
Darren added that societal judgment remains a significant barrier for the autistic community, and it’s time for society to embrace acceptance.
“If society judges individuals with ASD, it affects not only them but also their families and communities.
“We all have a collective responsibility to support them. Discrimination will only hold back progress,” he said.
This version ensures clarity, proper grammar, and a professional tone while staying true to the original content.6:18 PM
