In the wake of recent public comments that spread misinformation and deepen stigma around Autism Spectrum Disorder (ASD), the High Desert Education Service District (HDESD) is reaffirming its commitment to celebrating the strengths and advocating for the dignity of individuals with ASD.
Moving Beyond Misconceptions
Misinformed rhetoric underscores the importance of amplifying the voices of individuals and families within our autism community.
“Autism exists on a spectrum—some individuals are more impacted than others, but there is no reason every person on the spectrum cannot contribute meaningfully to their communities,” said HDESD Autism Specialist Erin O’Brien.
Her colleague, Troy Forsyth, M.Ed., a licensed behavior analyst and autism consultant with HDESD, agrees.
“Similar to any other student, autistic students have unique strengths and areas for growth and learning,” he said. “To see autistic students as inherently disabled because of their eligibility or diagnosis is an antiquated and ableist perspective. Those labels simply mean that those students demonstrate characteristics that qualify them to receive individualized instruction consisting of evidence-based strategies.”
Celebrating Strength in Neurodiversity
According to HDESD Autism Specialist Alyssa Van Syckel, students with ASD frequently exhibit strengths such as exceptional focus, attention to detail, a strong work ethic and deep expertise in specific subjects.
“We’ve had students who become mini-experts—whether it’s calculating the exact number of pepperoni slices on a pizza or mastering scientific concepts,” she said. “Their intelligence and determination are a gift.”
Van Syckel emphasized the powerful contributions autistic individuals have made to society—as scientists, critical thinkers, comedians and actors.
“Being a rule follower, enjoying repetition, and having intense focus—those can be superpowers in the right environment,” she added.
Confronting Harmful Misconceptions
Misinformation—especially when voiced by public figures—can have serious and lasting impacts.
“It’s very unsettling for both educators and families,” said Van Syckel. “Since these public comments surfaced, we’ve seen families decline evaluations for autism, fearing the stigma.”
Correcting such misinformation isn’t just about setting the record straight—it’s about improving outcomes.
“We must become better allies and create inclusive systems that lead to improved employment rates and quality of life for autistic individuals,” she said. “The most dangerous thing is misunderstanding—making people feel ‘othered,’ or like they need to be fixed or cured. That is ableism, and it has no place in our schools or communities.”
The Power of Early Support
HDESD’s autism programs are built around early identification, individualized support, and collaborative partnerships with families and school districts.
“When we educate the adults in a student’s world—teachers, parents, and caregivers—we help that student succeed,” said Van Syckel. “Simple environmental changes, consistent routines, and loving patience can transform outcomes.”
From helping nonverbal students gain communication skills to supporting children in transitioning from intensive services to general education settings, the stories of success are many. Van Syckel highlighted a recent collaboration between HDESD’s Early Childhood Special Education (ECSE) team and a local pediatric clinic:
“We streamlined the evaluation process to determine both medical and educational eligibility at once—ensuring timely services and a smoother kindergarten transition.”
Avery’s Story:
Advocacy in Action
Avery, a young adult who received support through HDESD and Deschutes County, offers a powerful example of what’s possible when supportive systems align with student strengths.
“Autism has made me a determined person,” Avery said. “I’ve learned to advocate for myself, find help when I need it, and I’ve achieved things I once thought were hard—like earning my associate degree, holding a job and driving.”
His mother reflected on the journey: “In Deschutes County, services have been easier to access. The support we’ve received has helped our family through life changes, grief, safety issues—and most of all, helped us help Avery become the incredible young man he is,” she said.
Building Inclusive Classrooms
A critical part of HDESD’s work involves educating neurotypical students about ASD and fostering empathy among peers. In one 4th-grade classroom, a teacher asked who knew someone with autism. Every hand went up. Students shared stories, asked questions, and built connections.
“There’s a common misconception that autistic students don’t want to be social,” said O’Brien. “The reality is, they often do—they just struggle to read social cues. We do a lot of work to help entire classrooms understand and support their neurodiverse peers.”
Looking Forward
Early intervention, inclusive practices, and family partnerships are at the heart of HDESD’s approach. And the results speak volumes: some students ultimately transition off Individualized Education Programs (IEPs) to 504 plans, receiving accommodations within general education settings rather than specialized instruction.
“Brains are malleable,” said O’Brien. “When you hit those critical skills early—language, routines, emotional regulation—you lay the groundwork for lifelong success.”
HDESD remains deeply proud of its families, educators, and—most of all—its students. Their strength, determination, and growth inspire us every day.
To all families newly navigating an autism diagnosis, Avery offers this encouragement:
“Be prepared. There are always challenges, but seek out the helpers. Everywhere has resources—you just need to learn how to find them.”