# Autism paradigms in a developing country setting: Results and implications of a Zimbabwean study

## TL;DR

Young people with autism in Zimbabwe view their condition as a natural variation rather than a disorder, highlighting the importance of cultural context in understanding autism.

## Contribution

The study provides insights into self-perceptions of autism in a developing country, emphasizing a neurodiversity perspective.

## Key findings

- Participants viewed ASD as a human neurological variation rather than a disorder.
- Young people with ASD reported a sense of friendship and belonging.
- The study reveals unique challenges and strengths in the Zimbabwean context.

## Abstract

Autism spectrum disorders (ASD) are an evolving concept in the neurodiversity community. There is a continuum of views ranging from biological to social models, of which the medical model views ASD as pathological rather than atypical. How people live with their diversity attributes may depend on how they understand their own diversity attribute.

This study explored self-perceptions of young people with mild-to-moderate ASD within their cultural context.

Participants included an equal number of males and females with mild-to-moderate ASD (five each). They participated in two focus group discussions on self-perceptions of life situations in young people with ASD and whether they are considered as neurodiversity or pathology paradigms. Data analysis was done using the thematic content analysis approach.

Participants viewed ASD as: (1) a human neurological variation, (2) were not disordered, (3) had sense of friendship and belonging, and (4) had natural and normal social emotional development.

Young people with ASD perceive ASD from a neurodiversity approach. A neurodiversity approach to ASD is primarily a social justice movement aiming to end what proponents see as the default pathologisation of neurodivergence and promoting the acceptance and accommodation of human neurodiversity.

This study enhances understanding of self-perceptions among young people with ASD in Zimbabwe, revealing challenges and strengths unique to their experiences. It may inform educators and policymakers, promoting inclusive practices and tailored interventions, ultimately fostering empowerment, acceptance, and improved quality of life for young people within this community.