Early diagnosis of autism can transform school trajectory

No World Autism Awareness Daycelebrated this Thursday (2), experts say that the early diagnosis of TEA (autism spectrum disorder) is decisive to guarantee learning, autonomy and school retention.

Without quick identification, children tend to face pedagogical and communication barriers that accumulate throughout their educational trajectory.

Thalita Possmoser, clinical vice president at Genial Care, explains that identifying ASD in the early years expands the possibilities for adequate support. “The sooner the diagnosis is made, the greater the possibilities of offering adequate support.”

Without this initial identification, Thalita states that the child tends to face difficulties in communication, social interaction and curricular adaptation, which compromises engagement and learning over time.

A also takes advantage of a window of greater brain plasticity. Psychopedagogue Luciana Brites, executive director of the NeuroSaber Institute, states that starting therapeutic work very early enhances gains in language and socialization. “Ideally, the intervention should begin before the age of three, even two years,” said the specialist, who is a researcher in child neurodevelopment.

Studies show that children diagnosed and monitored before age 3 present superior advances in communication, autonomy and socialization, with a direct impact on academic performance and the future need for intensive support.

In Brazil, however, early diagnosis faces structural problems. Thalita states that the lack of coordination between health and education, the insufficient training of teachers to recognize signs of ASD and the long queues for evaluation in the public network delay identification. “Late diagnosis directly compromises the child’s autonomy.”

This makes access to rights such as specialized educational services, mediators and adaptations provided for by law difficult, according to her.

The role of the school

School is often the first place signs are noticed: difficulties interacting with peers, sensory sensitivity, repetitive patterns and speech delays. Therefore, it is essential.

Thalita said that trained teachers and coordinators can recognize signs and guide families to seek evaluation. “The school plays an important role in early identification,” she said, highlighting that diagnosis is also a gateway to rights. “Inclusion is effective when there is continuous dialogue between school and family.”

Knowing the diagnosis allows the teacher to adjust routine, communication and environment without reducing expectations. “Inclusion starts in early childhood education,” said Luciana, defending structured routines, visual resources and explicit teaching of social skills as practices that help students participate and learn.

Even when the diagnosis occurs in adolescence, it can bring important benefits. Luciana said that it often brings relief and opens up access to necessary support, although she recognizes that years without intervention may have impacted self-esteem and school bonding.

“The diagnosis can reconstruct meaning for previous experiences and guide interventions that reduce emotional distress,” said Luciana.

Thalita stated that support after diagnosis also improves learning strategies and promotes greater autonomy.

To advance inclusion, experts point out practical actions:

• Create screening protocols in daycare centers and preschools to detect early signs;
• Insert content about ASD and inclusive practices into initial and continuing teacher training;
• Structure flows between schools and health services to reduce queues and speed up assessments;
• Develop individualized pedagogical plans with curricular adaptations and mediators;
• And use school data to identify networks and regions that need investment.

Regular or special school, how to choose?

The choice between regular or special school must be individualized. Luciana Brites, a researcher in child neurodevelopment, states that some students thrive in regular classes with adaptations, while others benefit from specialized environments, and that this decision needs to be made in dialogue between family and professionals.

Official data show growth in enrollment of students with ASD, but also indicate that some children with disabilities remain out of school — a situation that some experts relate to the absence or delay in diagnosis.

Integrating health and education services and training teachers are measures identified as essential to transform presence in the classroom into real inclusion and effective learning.