Approximately 2% of children living in Europe are affected by developmental disorders such as autism, and Lithuania is no exception. Here, unique children perceive the world and human relationships differently.
A concerned mother reached out to the editorial office of "Vakaro žinios" to discuss the integration of autistic children into educational institutions and society. She shared her personal experience.
"It is crucial for autistic children to receive help to integrate into kindergartens and schools. However, my experience shows that not all parents acknowledge the painful truth that their child has an autism spectrum disorder. My son often returned from kindergarten beaten by an autistic boy who exhibited aggression. I spoke with the boy's mother, but she denied any problems, claiming, 'This is just a wild child.' It was only when the boy started school and someone stabbed him with a pencil that his mother became alarmed and arranged for assistance to ensure he received the necessary support for socialization and education.
But did it have to take so long? That child could have received help earlier, preventing harm to other children; there are always two sides to every coin," the mother stated.
According to the Ministry of Education, Science and Sport (ŠMSM), it is understandable that parents find it difficult to acknowledge that their child has a disorder or disability, as every parent wishes the best for their child. The ŠMSM emphasizes that children have the right to receive educational support that meets their needs and fosters their development. Therefore, a coordinated effort from specialists is needed to help parents recognize the importance of early assistance. Initially, parents should consult with their family doctor and not miss the opportunity to help their child effectively.
"There are cases where educators in kindergartens or schools first notice developmental differences in a child and, after consulting with educational support specialists, try to draw parents' attention to this. Alternatively, the educational institution's Child Welfare Committee may suggest that parents contact psychological services to assess their child's special educational needs, which may be influenced by a disability, disorder, learning difficulties, or, conversely, exceptional talents," the ministry stated.
According to ŠMSM, over 2000 students with identified special educational needs due to various developmental disorders are enrolled in educational institutions. However, not all of them have been diagnosed with autism. About 90% of children with special educational needs (including those arising from autism spectrum disorders) attend general education institutions such as kindergartens and schools. Overall, children with special educational needs make up about 15% of all students in the country's educational institutions.
Timely Intervention is Key
Julijanas Gališanskis, a communications advisor at the Ministry of Health, emphasized the importance of seeking help promptly if a child's development does not align with their age or if there are risk factors for developing a disorder. "Such assistance exists—early rehabilitation for developmental disorders. This includes outpatient and inpatient healthcare services provided by a team of specialists, ensuring early identification of a child's developmental disorder and comprehensive support for the child and their family," he stated. Early rehabilitation services are provided based on a team approach, prioritizing children up to 4 years old, as early assistance is most effective at this age.
"The country has a well-developed network of healthcare institutions providing outpatient early rehabilitation services. In 2023, 54 institutions (59 branches) signed contracts with territorial health insurance funds to provide early rehabilitation services funded by the National Health Insurance Fund," J. Gališanskis explained. "However, the demand for these services is growing. This is not only due to the return of planned services to pre-pandemic levels but also due to the strengthening of early psychomotor development diagnostics and the increase in certain health disorders worldwide (e.g., autism spectrum disorders), not just in Lithuania."
Recognizing the Signs
The Ministry of Health emphasizes that the first signs of autism can be observed in early childhood. Infants are often irritable, difficult to soothe, and exhibit self-regulation problems. Children may struggle to establish sleep and eating routines, frequently waking up and sleeping restlessly, and may find it challenging to choose food, especially if the mother does not breastfeed. Later, they often become very calm, showing little interest in their surroundings and the people in it. Parents often report not understanding their child from an early age. The child may not want to be held or cuddled, preferring to lie alone in their crib and play with their body or toys, finding it easier to calm themselves alone.
Children with autism spectrum disorders may smile early on, but their smiles are not directed solely at adults. They smile when they receive stimuli they enjoy. When spoken to, they often look at lips rather than eyes. Due to these children's communication peculiarities, the early bond between the child and the mother is usually disrupted, leading to difficulties in mutual relationships. Children with autism spectrum disorders want to be with their mother, but they only express negative reactions when separated from her. However, when together, they show little or no positive emotions.
This is a multifaceted developmental disorder characterized by abnormal or disrupted development manifesting before the age of 3; psychopathology in all three disrupted functioning areas: social communication, communication, and restricted, stereotyped, and repetitive behavior. In addition to these specific diagnostic features, there are often other nonspecific disorders: phobias, sleep and eating disorders, low frustration tolerance, and aggression (directed at themselves).
- Atypical autism (total cases): 2015 - 126; 2023 - 186; Age 0 to 17: 2015 - 91; 2023 - 122.
This is a multifaceted developmental disorder distinguished by the absence of autism manifestations by age or diagnostic criteria in all three areas. In atypical autism, abnormal and disrupted development first manifests in a child older than 3 years and is characterized by insufficient anomalies in one or two of the three necessary symptom groups for an autism diagnosis (social communication, communication, and restricted, stereotyped, and repetitive behavior), regardless of the characteristic anomalies in the remaining areas. Atypical autism often occurs in cases of severe intellectual disability and significant language comprehension developmental disorders.