Online Reporter
Tendai Gukutikwa
Health Reporter
HEALTH and education specialists have raised concern over delayed diagnosis and support for children with autism, warning that limited awareness and persistent stigma are hindering early intervention efforts.
Education expert and special needs teacher, Mrs Tafadzwa Mukweza, said many children on the autism spectrum are being identified late, often after years of confusion, misinterpretation of symptoms, and lack of access to appropriate services.
She said the delay in diagnosis is affecting classroom experiences, with many schools struggling to effectively accommodate learners with the condition due to limited training and resources.
“Inclusive teaching approaches can significantly improve learning outcomes if properly implemented. When teaching learners with autism, we must use simple and clear language, and give them extra time to respond. You cannot expect immediate answers like with other learners because they need time to process information,” she said, adding that a structured environment is essential in helping autistic learners adapt and feel secure.
“Classrooms should have clear rules and predictable routines. We also use social stories to help learners understand social interactions and expectations in a way that makes sense to them,” said Mrs Mukweza, further noting that social and emotional learning programmes play a critical role in supporting children who struggle with communication and interaction.
“These learners often face challenges socially, so teachers must deliberately support them to build confidence and social skills gradually,” she said.
Speech therapist, Miss Rachel Mangoma, said communication difficulties remain one of the most significant challenges for children with autism, requiring specialised and consistent intervention.
“Communication difficulties are one of the biggest challenges for children with autism, and addressing them requires specialised, consistent intervention based on the child’s specific needs.
“As a result, we start with detailed assessments to identify where the child needs support. For non-verbal children, we focus on basic communication skills such as joint attention and turn-taking,” she said, adding that therapy is individualised, depending on whether a child struggles with understanding language or expressing themselves.
“Some children may repeat words or phrases without fully understanding them. In therapy, we help them develop their own language so they can communicate their needs more effectively,” said Miss Mangoma, adding that improving communication often leads to a reduction in behavioural challenges.
“When a child cannot express what they want or feel, it leads to frustration and sometimes tantrums. Once communication improves, those emotional outbursts often decrease,” she said.
Parents, however, said the situation on the ground remains difficult, with stigma and limited institutional support making it harder to raise children with autism.
Ms Chido Mukwashi described the emotional toll of caregiving.
“As a parent, it is very difficult, but I try to be patient because every day is a learning experience. My child is improving, but the journey is not easy,” she said, adding that one of her biggest challenges has been accessing education for her child, as some institutions are reluctant to enrol children with autism.
“Some schools do not accept him, and in some places he is left out of activities. It is painful to see your child being excluded,” she said, adding that at home behavioural challenges such as tantrums and aggression can be overwhelming.
“Sometimes he throws things or cries when he cannot express himself. There are moments when I also break down and cry, asking myself what I am supposed to do,” she said.
Despite the challenges, Ms Mukwashi said she remains hopeful and continues to support her child.
“I keep being patient and trusting that things will get better. He tries to communicate in his own way, and as a parent you learn to understand him,” she said.
Experts say such experiences are common among caregivers, who often face emotional strain alongside financial and social pressures.
Occupational therapist, Mr Clyde Dube, said autism spectrum disorder (ASD) is a lifelong neurodevelopmental condition that requires early identification and structured support.
“Autism is characterised by differences in social communication and interaction, along with restricted or repetitive behaviours. It begins in early childhood and continues throughout life, but outcomes improve significantly with early identification,” he said, adding that globally, 1:10 children is autistic, underscoring the need for stronger local response systems.
He said awareness in Zimbabwe and across sub-Saharan Africa remains low, contributing to delayed diagnosis and intervention.
“In many communities, autism is still misunderstood. Some families attribute it to spiritual causes or parenting failures, which delays help-seeking. By the time a child is assessed, critical early development windows may have been missed,” he said, dismissing common myths linking autism to vaccines or poor parenting.
“There is no credible scientific evidence connecting vaccines to autism. Autism is a biological condition with strong genetic and neurological underpinnings. The well-being of caregivers is critical because they are the primary support system. If they are overwhelmed, it affects the entire family,” he said, adding that increasing awareness could significantly improve outcomes for children with autism.
“When communities understand autism, stigma reduces and families seek help earlier. This leads to better developmental progress for children. Autism is not something to be fixed, but something to be understood. With the right support systems, individuals on the spectrum can lead meaningful and productive lives,” he said.
