While autism – a neurodevelopmental disorder characterized by repetitive, restricted, and inflexible patterns of behaviour, interests, and activities, as well as difficulties in social interaction and social communication – cannot be cured, early detection can make a profound difference in the lives of children with the condition. ALSO READ: The journey of an autistic student who excelled in national exams According to experts, contrary to common misconceptions that autistic children are mentally unstable, possessed by spirits, or bewitched, timely intervention allows them to receive proper guidance and support, enabling them to defy the odds. Teachers, parents, and the children themselves bear witness to the progress made when autism is identified and addressed early. ALSO READ: Govt to build five model special schools for autistic children Autism, or autism spectrum disorder (ASD), is a neurodevelopmental condition characterised by challenges in social interaction, communication, and repetitive behaviours. According to the World Health Organisation, autism spectrum disorders are a diverse group of conditions characterized by some degree of difficulty with social interaction and communication. Other characteristics are atypical patterns of activities and behaviours, such as difficulty with transition from one activity to another, a focus on details and unusual reactions to sensations. ALSO READ: Kamagaju's dedication to autism advocacy remains unwavering Children with autism often exhibit behaviours perceived as unusual, such as avoiding eye contact or failing to respond to their name. These signs, evident from infancy, can lead to delayed social development and academic difficulties. Larissa Umutoni, a parent from Gasabo District, in Kigali, has seen firsthand how early intervention transformed her son’s life. ALSO READ: How hard is it for autistic children to go to school? Her son delivered a moving poem at the National Conference on Autism in Kigali—the first of its kind—during an event held to mark World Autism Awareness Day, on April 2. His poem conveyed the message that children with autism are just as capable as their peers; they are strong, special, and merely seeking an opportunity to strive and shine. Umutoni first noticed unusual behaviour in her son when he was two. Unlike other toddlers who were fascinated by cartoons, he showed interest only in news broadcasts, regardless of the language. Football was another rare source of engagement for him. At the age of two and three, he would completely ignore cartoons, but as soon as the news was on, he would pay full attention. I started wondering what was going on because I had never seen anything like it. Now, he has also developed a deep love for reading the Bible, Umutoni said. Finding a school for him proved to be a challenge. Many institutions declined to enrol him, stating that they could not manage his unique needs. His peers, both at school and in the community, often mistreated him, making his mother’s journey even more painful. With no viable options, Umutoni quit her job to homeschool him. She said: I couldn’t leave him with a nanny because they didn’t understand his condition. Some would even beat him, causing him to refuse food and withdraw completely. It was heartbreaking. At six years old, he couldn’t even tell the day, date, or year. But I remained patient. “I kept talking to him, teaching him, and showing him different materials, even when he acted as if he wasn’t listening. Life became a set of routines built on consistency, and slowly, he started responding. Today, he remembers things from years ago and can recall dates and events with remarkable accuracy. Despite discouraging remarks from the people close to her—who insisted that her son would never speak or do anything independently—Umutoni never lost faith. She now describes him as an exceptional timekeeper, a trait that has become one of his special strengths. If you agree on something at a specific time, he expects you to honour it. If you are late, he shows his disappointment through body language and persistent questioning. Umutoni who is also the chairperson of Rwanda Parents’ Initiative on Autism (RPIA) said her son is now in Grade 5. She said that when he was younger, finding the right school for him “was one of our biggest challenges.” During periods when he wasn’t enrolled in school, he was hyper and sometimes a bit of aggressive. “I had to quit my job to homeschool him and be fully present for his needs. He doesn’t like change—routine and consistency are essential for his well-being. While we made progress through homeschooling, I knew that he truly thrived in a structured school environment. So, I never gave up on finding a school that could meet his unique needs.” Eventually, Umutoni found a school that uses the Accelerated Christian Education (ACE) curriculum which is well-suited to the boy’s learning style. “That was a turning point. From then on, I began to see meaningful progress. It has taken consistent teamwork, collaborating closely with his teachers and the assistants he’s had over the years. We set clear goals together, and I received daily updates to ensure consistency between home and school. Since he is a visual learner, I reinforced his learning through visual aids and hands-on activities.” Today, she said, her 11-year-old son is excelling in all subjects, with mathematics being his favourite. “He has even taught himself how to read Kinyarwanda. Most recently, I found him on YouTube translating words from English to Chinese! He is full of excitement and has already planned for his Grade 6 graduation.” Umutoni’s message, on World Autism Awareness Day, was that: “People with Autism Spectrum Disorder are capable, talented, and unique in their own ways. As parents, we must continue to have hope and faith in our children’s potential. Let’s work together to advocate for appropriate education and healthcare services, including diagnosis and therapy, and also a comprehensive family-centred social protection system for individuals with autism and their families.” ALSO READ: Early signs of Autism: Stories of parents with Autistic children At the conference, Jacques Kayitana, 20, a student at HPV Gatagara Gikondo, a school catering for especially underprivileged learners with physical disabilities in Kigali, captivated the audience with a piano performance. Felix Safari, a teacher at Groupe Scholaire Rosa Mystica, an inclusive school in Kamonyi District, specializes in working with autistic children. The school has a special unit that assesses students with learning difficulties before integrating them into the general curriculum. Most of the children we receive struggle with concentration, independence, and social interaction. Some cannot perform basic hygiene tasks on their own. Through structured support and activities that encourage focus and autonomy, we help them progress. Once they are ready, we transition them into inclusive education. No child is excluded here, Safari said. Children with autism often excel once they discover their strengths, he said. Once they align with their potential, they become highly confident and perform better than children without learning challenges. We’ve had students who, after completing national exams, were admitted to secondary schools. One former student who arrived at our school at just two years old later joined a secondary school after excelling in national exams. He played the piano for a local church choir. These children have incredible abilities and can thrive when given the right opportunities. Safari appealed for specialized training for teachers working with autistic children. Both trained and untrained teachers need continuous professional development, especially as Rwanda expands autism-friendly schools and infrastructure. Parents at the conference advocated for the inclusion of autism-related treatments and therapies under the Community Based Health Insurance (mutuelle de santé) scheme. Evariste Karangwa, a retired University of Rwanda professor and a champion of inclusive education, stressed the economic and social consequences of neglecting children with autism. He said: When children with autism do not receive the necessary support, they often remain at home without education, leading to lifelong dependence. “This not only strains families financially but also affects the national economy, as the country relies on its human resources for development. Autistic students are underrepresented in higher education and vocational training programmes, he said, explaining that this is increasing the risk of dependence. Some parents even quit their jobs to care for their children full-time, creating economic setbacks that contribute to hidden poverty. In some cases, raising a child with autism can also lead to family conflicts. Karangwa urged the community to play an active role in supporting autistic individuals, ensuring they feel accepted and can integrate into society comfortably. He also called for financial assistance for struggling families. According to WHO, people with autism often have co-occurring conditions, including epilepsy, depression, anxiety and attention deficit hyperactivity disorder as well as challenging behaviours such as difficulty sleeping and self-injury. The level of intellectual functioning among autistic people varies widely, extending from profound impairment to superior levels. Key facts: Autism – also referred to as autism spectrum disorder ̶ constitutes a diverse group of conditions related to development of the brain. About 1 in 100 children has autism. Characteristics may be detected in early childhood, but autism is often not diagnosed until much later. The abilities and needs of autistic people vary and can evolve over time. While some people with autism can live independently, others have severe disabilities and require life-long care and support. Evidence-based psychosocial interventions can improve communication and social skills, with a positive impact on the well-being and quality of life of both autistic people and their caregivers. Care for people with autism needs to be accompanied by actions at community and societal levels for greater accessibility, inclusivity and support.
