Journal of Social Sciences

Autism Worldwide: Prevalence, Perceptions, Acceptance, Action

Patricia B. Kopetz and E. Desmond Lee Endowed

DOI : 10.3844/jssp.2012.196.201

Journal of Social Sciences

Volume 8, Issue 2

Pages 196-201


This metanalysis scrutinizes the growth of the neurodevelopment condition known as “autism” as a modern-day phenomenon. Over the past decade and worldwide, estimates of increases between 50% to over 2000% in cases of Autistic Disorder diagnoses have been charted, studied and discussed. The rise in diagnoses of autism impacts us all. The world seeks greater awareness and understanding of the condition’s complexities; endeavors to provide research-proven strategies and accommodations to support affected individuals and their families; espouses evidence-based, best practices that adjust classroom pedagogy and teacher preparation methodology that best orient not only special education teachers, but ALL educators and related services personnel who communicate, collaborate and serve in the day-to-day, inclusive educational environment; and pursues responses from national and state education departments and ministries regarding their responsibilities to protect the civil rights of individuals with autism and improve the “systems” in which the children interact. Conclusions highlight the scramble to learn the researched and proven-successful information and productive therapies meaningful to students with autism and their families. Educators must learn and implement the interventions that enable individuals with autism to best cope, thrive and excel in environments that are safe and accepting of diversity. Recommended is continued research and creative programs that nurture and encourage the children with autism to achieve their potential.


© 2012 Patricia B. Kopetz and E. Desmond Lee Endowed. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.