Understanding the Spectrum: A Neuroaffirming Look at Autism and Support Needs

Autism is a natural variation in human neurodevelopment. It reflects a broad spectrum of ways individuals experience, interact with, and interpret the world around them. No two autistic people are the same, and understanding this diversity is essential for fostering respectful, supportive and inclusive communities. There are different support needs that can be associated with autism, and we'll cover how these may be described in clinical contexts, and how families, educators, and society can be part of creating empowering environments.

What is Autism?

Autism is a neurodevelopmental difference that influences how a person communicates, engages socially, processes information, and experiences sensory input. It is referred to as a "spectrum" because each autistic person has a unique profile of strengths, interests and support needs.

While some autistic individuals may need minimal day-to-day support, others benefit from consistent assistance in specific areas such as communication, sensory regulation, or adapting to change. All autistic people deserve to be understood, respected, and supported in ways that honour their identity.

Autism is not caused by one single factor. Current research suggests a combination of genetic and environmental influences. Increased understanding and evolving diagnostic practices have led to earlier identification, allowing more individuals and families to access affirming supports.

Describing Support Needs in Autism

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) uses a three-level framework to describe the degree of support an individual may require in social communication and flexibility. It is important to note that these levels do not reflect a person's worth, intelligence, or potential. Instead, they are intended to guide support planning, though many in the autistic and allied health communities critique their limitations and advocate for more nuanced, person-centred approaches.

Level 1: Needs Support

Individuals whose support needs fall within this level may communicate using spoken language and manage daily activities independently, but still benefit from support to navigate social nuances, build relationships, and manage sensory or executive functioning demands.

They may find unstructured social interactions challenging and may mask or camouflage their differences to “fit in,” which can lead to exhaustion or burnout. Understanding, flexibility and validating their experiences are key to supporting wellbeing.

Level 2: Needs Substantial Support

People with Level 2 support needs often require consistent support across environments. They may use a variety of communication methods (e.g., spoken language, AAC devices, gestures) and benefit from predictability, visual supports, and structure to help them participate meaningfully in daily life.

Repetitive routines and specific interests can be important for self-regulation and joy, not just signs of difference. Supporting these individuals means honouring their communication style, sensory needs, and individuality.

Level 3: Needs Very Substantial Support

Those with Level 3 support needs experience significant barriers to participation without consistent, tailored support. They may rely on alternative or augmented communication systems, require 1:1 assistance, and need environments adapted to reduce sensory overwhelm.

This does not mean they are less capable or less valuable—it means that the environments around them must change more significantly to enable their meaningful inclusion. Support should be strengths-based, respectful and designed with—not just for—the person.

Supportive Environments Across Contexts

Family Support

Caregivers often play a central role in advocating for and understanding their autistic loved ones. Families may face unique challenges depending on the individual’s support needs, but all benefit from access to:

• Practical tools and communication strategies

• Respite and mental health support

• Connection with other families or peer networks

• Professionals who listen and collaborate with empathy

Importantly, caregiver wellbeing must be prioritised as part of the support system.

Education

Educational settings can either be enabling or disabling, depending on how well they adapt to individual needs. Inclusive practice means more than just physical presence in a classroom—it involves:

• Respectful communication and autonomy

• Sensory-friendly environments

• Flexible expectations and strength-based learning approaches

• Opportunities to engage with peers in meaningful, supported ways

Tailored supports, including aides, visual schedules, or modified tasks, are not “special treatment” but essential scaffolding for access.

Community and Society

As a society, we must shift from trying to “fix” autistic individuals to addressing the barriers they face. Promoting acceptance, understanding, and belonging involves:

• Celebrating neurodivergent voices and stories

• Providing inclusive employment and recreational opportunities

• Ensuring access to healthcare, transport, and public spaces

• Educating others about neurodiversity in accurate and affirming ways

Everyone benefits from environments that are more accessible, inclusive, and compassionate.

Autism is not a problem to be solved—it is a part of the human experience. While support needs vary, all autistic individuals deserve to be seen for who they are, not just what they need help with. Understanding the spectrum through a neuroaffirming lens means celebrating diversity, rejecting harmful stereotypes, and advocating for respectful, inclusive support. By learning from autistic people, listening to families, and committing to systems-level change, we can help create a world where everyone is supported to thrive—on their terms.