IN the previous edition, we looked at how limited understanding of autism can lead to stigma and even children being hidden from their communities.
Children with autism need all the support they can get from home to school. International and African human rights standards guide on how this can be done.
They emphasise early support, inclusive education, access to healthcare, protection from abuse and the right of people with disabilities to participate in decisions that affect their lives. This article examines these standards and what they mean for Zimbabwe.
What international standards say
International best practice recognises that autism is a lifelong developmental condition that affects how a person communicates, interacts and experiences the world, rather than a disease that needs to be cured. Autism is not a curse. Children with autism have the same human rights as everyone else and should be treated with love and support. While there is debate about the use of the term “disability,” the important point is that children with autism can face barriers created by society, such as inaccessible schools and health services, difficulties with communication and environments that do not accommodate their needs. The United Nations Convention on the Rights of the Child requires children with disabilities to enjoy a full and dignified life.
The Convention on the Rights of Persons with Disabilities (CRPD) goes further by focusing not only on a person's condition, but also on the barriers created by society. For example, a school may become more inclusive by adapting teaching methods, providing communication support and making reasonable changes to meet every child's needs.
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International organisations such as the United Nations and World Health Organisation have encouraged countries to improve autism awareness, healthcare, education, research and family support. The Sustainable Development Goals promote inclusive education, equal opportunities and participation for persons with disabilities. This support should continue beyond childhood.
What Africa's laws say
Africa still has a long way to go in order to come up with instruments that are focused on conditions such as autism. People with disabilities are, however, protected by important African human rights instruments. The African Charter on Human and Peoples' Rights and the African Charter on the Rights and Welfare of the Child recognise the rights of people with disabilities and the need to protect children to support their development and promote their participation in society.
A major development was the African Disability Protocol, adopted in 2018 and which came into force in 2024. It is the first binding African-wide legal instrument specifically focused on the rights of persons with disabilities. The protocol is important in the African context because it addresses issues such as harmful practices, abandonment, violence and accusations of witchcraft against people with disabilities. It also recognises the role of families and communities in providing support. These protections are important for people with autism because harmful beliefs about disability can sometimes lead families to hide children or seek solutions that delay appropriate developmental and health support.
Lessons from other African countries
Some African countries show that progress is possible even where resources are limited. South Africa has developed approaches to inclusive education and support for learners with disabilities. Kenya has strengthened disability institutions and social support. Rwanda has incorporated child development screening into community health services and invested in teacher training.
The WHO Caregiver skills training for families of children with developmental delays or disabilities programme shows that parents and caregivers can gain practical skills through trained community workers, reducing reliance on scarce specialists. Experiences from other countries also show that governments need to provide clear responsibility and funding for disability services, make early identification available through community health services, train teachers to support children with different needs and involve people with disabilities, families and parent organisations in support of affected children.
What are the gaps?
Despite these international and African protections, many children with autism still do not receive the support they need. One challenge is that autism is not always specifically mentioned in disability laws and policies. This can make the needs of children with autism less visible when governments plan and budget for services.
Assessment and specialist services are also often concentrated in major cities and private facilities, making them difficult to access for rural and low-income families. There is also limited information about how many children have autism and the support they need. This makes planning difficult. Some children may not be identified early because autism can present differently. Most importantly, having laws and policies is not enough. There is a need to support funding, research efforts and training of specialists.
What this means for Zimbabwe
Children with autism have rights and should not be treated as people who need to be “fixed”. They need understanding and support.
Zimbabwe needs to make sure that autism is properly considered in health and education policies and programmes. Children should be identified and supported as early as possible. Teachers and health workers need appropriate training and families need information and practical support.
Do you suspect that your child may be autistic? Is your child’s developmental pace of concern to you? Seek help from child specialists. Seek help early.