Promote neuro-inclusive environments in schools, society and work places for people with autism

On the occasion on World Autism Day 2026, April 2, the WHO has emphasized the need to recognize the 'dignity and worth of all autistic people and advocating for policies that promote neuroinclusive environments in health, education, workplaces, sports and other sectors.'A

According to WHO, about 10% of world population has neurodevelopmental autism conditions and is rated as one of among the top 10 brain health conditions contributing to health loss globally.

"Despite international human rights conventions, autistic people still face stigma, discrimination and barriers to participation. Access to timely, quality health care and support services remains limited, driving inequalities across the life course. Addressing these challenges requires sustained action and greater investment in inclusive policies and services that uphold the rights of autistic people," informs WHO.

However, there are evidences that early identification, inclusive education and nurturing care in families and communities can significantly improve health, well-being and participation. The need to adopt and adapt practical approaches to supporting caregivers and strengthening inclusive care.

WHO has urged the world community to focus on improving 'the quality of life for autistic people and strengthen data-informed decision making; providing guidance on inclusive policies and action plans within broader health, mental health, brain health and disability frameworks;, and strengthening community-based services. It also promotes inclusive environments and provides support for autistic people and their caregivers.'

It has been suggested that the school-based early intervention for autism involves structured, evidence-based practices designed to improve attentiveness, self-awareness, communication, social, and functional skills within a learning environment. Key approaches include applied behavior analysis (ABA), structured teaching micro-teaching, visual supports, social skills and intensive traing activities of daily training or occupational therapy. These methods are often implemented through specialized educational curricula, occupational therapy, and peer-mediated instruction.

Enhancing the attentiveness of children with special needs often involves activities that engage multiple senses, provide structured movement, and incorporate play-based learning.