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Oakland Unified School District

Autism Acceptance Month in OUSD: Celebrating Neurodiversity, Inclusion, and Joy

Autism Acceptance Month
Autism Acceptance Month in OUSD: Celebrating Neurodiversity, Inclusion, and Joy
Autism Acceptance Month in OUSD: Celebrating Neurodiversity, Inclusion, and Joy
Autism Acceptance Month in OUSD: Celebrating Neurodiversity, Inclusion, and Joy

As we wrap up Autism Acceptance Month in April, OUSD is proud to celebrate the many ways our students think, learn, communicate, and experience the world.

Autistic students and students with autism (we will explain the language difference a bit later) enrich our schools and communities every day. In collaboration with OUSD’s Special Education Department, this message centers voices from students in our Young Adult Program, offers neuro-affirming resources, and shares ways we can all be allies in our school communities.

In OUSD, we know that building school communities where students are welcomed, supported, and celebrated is a collective commitment. True inclusion means more than awareness. It means ensuring students are seen for who they are, have access to the support they need, and experience a genuine sense of belonging.

What Is Autism?

Autism is a different way of seeing and experiencing the world. Just as some people are left-handed and others are right-handed, autistic students have brains that are “wired” in a unique way. This means they might think, learn, and communicate differently from others. Being autistic isn't something to “fix.” It is part of who a student is and comes with both unique strengths and specific areas where they might need support.

In OUSD, there are more than 2,200 students with autism who are supported by our Special Education Department, alongside many more who thrive in their school environments with an accommodation plan or no additional support.

Autism Acceptance Month invites all of us to move beyond awareness. It reminds us to expect neurodiversity as a natural part of the human experience and to fully welcome individuals with autism in our schools, community spaces, and everyday lives.

Progress We Are Proud Of

Our commitment to autistic students and students with autism goes beyond celebration. It is reflected in the daily work happening across our schools, programs, and support teams.

From 2021 to 2024, OUSD saw meaningful growth in outcomes for students with autism:

  • Graduation rates for students with autism rose from 51.2% to 60.4%.
  • A-G completion rates among those graduates increased from 18.6% to 29.2%, opening more pathways to college and postsecondary opportunities.

This spring, OUSD has continued to deepen our commitment through professional development sessions on neurodiversity for staff, community events celebrating different ways of thinking and experiencing the world, and expanded inclusion in after-school programming, athletics, and the arts.

These efforts reflect a larger goal: making sure every student has access to the relationships, learning opportunities, and supports they need to thrive.

Centering Student Voices

OUSD is proud of our students and recognizes that the journey to adulthood is no small feat. This month, students from our Young Adult Program shared what makes them feel proud.

Two individuals are intently working on creating signs or artwork on the ground, while other people can be seen in the background walking along the sidewalk.

“I’m proud of my friends, why? Because I like them. We talk about things we like. Acting, movies, and TV shows inspire me to do my own videos.”
 — Charles B.

 

 

 

 

A young man with curly hair is standing in a classroom setting, interacting with a small white dog that appears to be wearing a red vest.

“I feel proud that I see my old friends when I go to the graduate photo wall during school. While I’m there, I think about Lily.”
 — Soid S.

 

 

 

 

Two people, a woman and a man, are standing in a parking lot and appear to be engaged in a conversation. The background shows several parked cars.

“I feel proud when I sing along with Mya.”
 — Dory B.

 

 

 

 

A smiling young person in a gray hooded sweatshirt is sitting at a desk in a classroom setting, holding a laptop with the Oakland Unified School District logo.

“I feel proud that I know so many different restaurants: Chick-fil-A, Burger King, McDonald's, In-N-Out Burger, Jack in the Box, Sonic.”
 — Eduardo H.

 

 

 

 

A young boy is intently focused on washing dishes in a sink, with various household items and appliances visible in the background.

“I feel proud when I ask to use the computer and watch the programs I like on YouTube. I like to watch General Prison.”
 — Yadav

 

 

 

 

A young man wearing a brown hoodie and a face mask is standing in front of a table displaying various food items.

“I feel proud of myself for being a good friend and coming to school every day.”
 — Bryan T.

 

 

 

 

 

Two people, a young woman and a young man, are seated on a public transportation vehicle, such as a bus or train. The background suggests an indoor setting, with windows visible.

“I feel proud when I watch my YouTube channel.”
 — Donovan Y.

 

 

 

 

Their words are a reminder that pride can show up in many ways: through friendship, creativity, music, memory, favorite places, routines, interests, and the simple joy of being part of a school community.

How To Be An Ally

Fostering an inclusive environment is a shared responsibility. Every student, staff member, family member, and community partner has a role to play in helping students with autism feel respected, included, and understood.

Here are five ways to be a strong ally:

  • Listen to autistic students and students with autism.
    When a student tells you what they want, need, enjoy, or prefer, take them seriously.
  • Assume competence.
    Do not assume someone cannot understand, participate, or contribute because they communicate or learn differently.
  • Normalize accommodations and access needs.
    Supports such as visual schedules, communication devices, movement breaks, headphones, preferred seating, or extra processing time are tools for access, not special favors.
  • Be mindful of sensory differences.
    Noise, lighting, crowds, strong smells, and busy environments can affect people differently. When planning activities or events, consider ways to make spaces more comfortable and accessible.
  • Respect language preferences.
    Some people prefer identity-first language, such as “autistic person.” Others prefer person-first language, such as “person with autism.” When possible, ask about and respect individual preferences.

Neuro-Affirming Resources

If you are interested in learning more about autism and the experiences of autistic people and people with autism, we encourage you to explore resources that offer neuro-affirming content developed or curated by people with disabilities.

Autistic Self Advocacy Network
 autisticadvocacy.org
 A nonprofit organization run by and for autistic people. ASAN is a national grassroots disability rights organization for the autistic community.

ND Alliance
 thendalliance.org
 An organization working to improve the educational experience and outcomes of students who learn differently while growing the neurodiversity movement for a more equitable and inclusive society.

Embrace Autism
 embrace-autism.com
 A resource created to offer autistic people access to clear, trustworthy information and assessments grounded in current research and lived experience.

Looking Ahead

Advocating for, and the spreading of, Autism Acceptance is an every day responsibility that also allows us to celebrate our students. But the work of inclusion continues every day in our classrooms, programs, playgrounds, offices, and community spaces.

Thank you to our students, families, educators, Special Education staff, and school communities who continue to help make OUSD a place where every student is valued, understood, and empowered to reach their highest potential.