A picture of people with diverse people with disabilities sitting around a table talking

Autism Acceptance Month: What It Means and How to Support Autistic People

/in /by The Arc

Updated: April 8, 2026

April is Autism Acceptance Month. It’s a chance to move past “awareness” and focus on what autistic people and families need in real life: respect, access, and supports that make community life possible.

In plain language: Autism acceptance means removing barriers so autistic people can belong and participate, without pressure to hide who they are.

Autistic people are part of The Arc’s staff, volunteer leadership, and nationwide network. Their lived experience helps shape our work at a time when the CDC estimates about 1 in 31 8-year-old children in the U.S. were identified with autism.

Key Takeaways

  • Autism acceptance means changing systems, not forcing autistic people to change themselves.
  • Autism is common and support needs vary widely.
  • Acceptance means fewer barriers in school, work, health care, and daily life.
  • It includes respecting how a person communicates, including AAC and other supports.
  • It starts by listening to autistic people and following their preferences.

What is Autism Acceptance Month & Why Acceptance?

Autism Acceptance Month is observed every April. You may also hear “Autism Awareness Month.” It began in 1970 as Autism Awareness Month and, in 1988, gained national recognition through a presidential proclamation. Many advocates and organizations use acceptance because autistic people have been clear about what helps: inclusion, respect, and practical support. True progress comes from creating a society where autistic people are fully valued and supported.

In 2021, the Autism Society shifted its public framing to Autism Acceptance Month and used “Celebrate Differences” as part of that campaign.

Why Acceptance Matters

Autistic people deserve full inclusion and respect. Too often, they still face barriers like:

  • Being denied needed supports in school
  • Limited job opportunities, or workplaces that aren’t flexible
  • Health care settings that are rushed, confusing, or not sensory-friendly
  • Community spaces that are inaccessible or unwelcoming

Policies matter, but so do everyday decisions in classrooms, clinics, workplaces, and public spaces.

What Autism Acceptance Looks Like in Real Life

If you want to be helpful, focus on reducing barriers. Here are concrete ways to do that.

If you’re a family member, friend, or neighbor:

  • Ask what support looks like for that person. Don’t guess.
  • Offer specific help: rides, meals, paperwork support, child care, or a quiet break.
  • Respect sensory needs. Things like lighting, noise, and crowds matter.
  • Assume competence. Give time and space for communication.

If you’re an educator or school leader:

  • Build predictable routines and share changes early.
  • Use plain language and clear expectations.
  • Support accommodations without making students “prove” their needs over and over.
  • Use positive behavior supports. Avoid punishment for disability-related needs.

If you’re an employer or coworker:

  • Offer clear instructions and predictable schedules when possible.
  • Normalize accommodations. Treat them like basic tools, not favors.
  • Make interviews more accessible. Be specific about the job tasks.
  • Create a workplace culture where people don’t have to mask to be accepted.

If you’re a health care provider:

  • Slow down. Explain what will happen next.
  • Offer quieter spaces, reduced waiting times when possible, and sensory-friendly options.
  • Ask how the person communicates best and how you can support that.
  • Include the autistic person in decisions about their own care.

Language & Identity: What Should I Say?

Many autistic people prefer identity-first language (“autistic person”), viewing autism as an integral part of who they are. Others prefer person-first language (“person with autism”). There is no single right answer. Respecting individual preferences is a key part of inclusion.

The respectful move is simple:

  • Follow the person’s preference when you know it.
  • If you don’t know, ask.
  • If you can’t ask, avoid making it a big deal and stay respectful.

Also, remember that people communicate in different ways. Speech isn’t the only communication.

Autistic Leadership at The Arc

Autistic people are leading change in communities across the country. At The Arc, we are proud to elevate autistic leaders, including members of our national Board of Directors:

Three Ways to Take Action this Month

  • Learn from autistic people. Follow autistic-led perspectives and content, including #ActuallyAutistic and #AutismAcceptanceMonth.
  • Support inclusion locally. Volunteer with your local chapter of The Arc and ask what the community needs most right now.
  • Donate if you can. It helps fund advocacy and programs that make inclusion real, not theoretical.

Katy Neas, CEO of The Arc:
“True inclusion means autistic people have real choices and real access in school, at work, in health care, and in the community. When we remove barriers, communities work better for everyone.”

Frequently Asked Questions

Is it Autism Awareness Month or Autism Acceptance Month?

You may see both. Many disability advocates and organizations use “acceptance” to reflect what autistic people have asked for: real inclusion and support, not just recognition.

How common is autism?

The CDC estimates about 1 in 31 8-year-old children in the U.S. is autistic, based on its latest monitoring data.

What’s the difference between awareness and acceptance?

Awareness is knowing autism exists. Acceptance is changing systems so autistic people can belong, participate, and get the supports they need.

What’s the most helpful thing I can do?

Ask what support looks like for the autistic person in your life, then take barriers seriously. Small changes to environments can make a big difference.

Where can I find support?

Start with your local chapter of The Arc. Many chapters support autistic people and families through services, referrals, and advocacy.

About This Resource

The Arc works with autistic people, people with other disabilities, and families nationwide through advocacy, resources, and local chapters. This post is updated to reflect current information and is written to be practical, plain-language support. When we reference data, we link to primary sources, including the CDC.

Note: This post’s URL includes “celebrate differences” from an earlier version of this article. Autism Acceptance Month doesn’t have one official theme, but the goal is consistent: respect, access, and inclusion.

A teacher standing in front of classroom of students

Why Moving IDEA to HHS Could Harm Students With Disabilities

/in /by Jackie Dilworth

A new proposal to shift the oversight of the Individuals with Disabilities Education Act (IDEA) from the U.S. Department of Education to the Department of Health and Human Services (HHS) could fundamentally change how we support and educate students with disabilities, and not for the better.

First, it’s important to remember that Congress established the Office of Special Education Programs within the Department of Education. Congress must change the law to move the responsibilities to another agency. It’s also important to remember that the rights that children have under IDEA and Section 504 of the Rehabilitation Act of 1973 have not changed. The executive action that was issued on March 20, 2025, does not change these laws and their regulations.

We don’t really know what would happen if the management of IDEA moves to HHS, but we have some concerns. For example, this move might be viewed as promoting a medical model of disability—one that treats disability as a diagnosis to be managed rather than recognizing students as learners with potential. Framing students with disabilities through a medical lens risks stigmatizing, segregating, and isolating them from their peers. It undermines decades of progress toward ensuring that students with disabilities are seen and supported as general education students first.

The U.S. Department of Education is the only federal agency with the expertise and infrastructure to uphold IDEA’s promise. Moving IDEA to HHS would weaken the critical systems that ensure students with disabilities can learn, grow, and thrive, including:

  • Lack of Education Expertise: HHS is not equipped to work directly with state education agencies that oversee IDEA implementation in local school districts. The Department of Education has decades of experience supporting these complex relationships and ensuring compliance.
  • Loss of Parent Support: Families navigating special education rely on Parent Training and Information (PTI) centers funded by the Department of Education. These centers provide essential, hands-on assistance to parents. HHS lacks the experience and infrastructure to maintain and strengthen this vital network.
  • Undermining Inclusion: The Department of Education oversees the Elementary and Secondary Education Act and other key education laws that reinforce the principle that students with disabilities are general education students. A shift to HHS would fracture this connection and threaten the expectation that every student regardless of disability can achieve academically and pursue career training or post-secondary education.

Students with disabilities don’t belong in a medical model. They belong in classrooms, learning alongside their peers, and preparing for bright futures. Moving IDEA to HHS risks turning back the clock on inclusion and sends a harmful message that children with disabilities are “patients” to be managed rather than students with potential to be fulfilled.

At The Arc, we will continue to fight to ensure that IDEA remains where it belongs—within the U.S. Department of Education—because every student deserves access to a meaningful education and the opportunity to achieve their goals.

Written by: Robyn Linscott, Director of Education & Family Policy at The Arc of the United States

Picture of the U.S. Department of Education building in Washington, DC

Dismantling the U.S. Department of Education: Here’s What’s at Stake for Students With Disabilities.

/in /by Jackie Dilworth

Statement from our CEO Katy Neas on the Executive Order to dismantle the U.S. Department of Education. To learn more, read Katy’s op-ed in Newsweek.

“Dismantling the U.S. Department of Education is more than a policy shift—it will reverse five decades of progress for students with disabilities. While the right to a free appropriate public education for children with disabilities will remain under the federal Individuals with Disabilities Education Act, states will struggle to deliver on its promise without federal technical assistance, oversight, and enforcement. Children with disabilities who do not receive appropriate education services will face greater isolation, unemployment, and poverty. We cannot afford to undo the hard-won gains of the past. We must protect the future of every student, because the strength of our society depends on it.”

Red, white, and blue stickers that say "I Voted."

Federal Court Rules Texas S.B. 1 Violates Rights of Voters with Disabilities Under the ADA and Section 504

/in , /by Jackie Dilworth

Editor’s Note: You can find the latest news on this lawsuit in this case page. If you need assistance to vote, visit www.fvap.gov.

WASHINGTON, DC – In a major victory for disability rights, a federal court has ruled that Texas Senate Bill 1 (S.B. 1) violates the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act by imposing significant barriers to voting for people with disabilities. The ruling, issued by Judge Xavier Rodriguez of the U.S. District Court for the Western District of Texas, declares that several provisions of S.B. 1 disenfranchise disabled voters, reinforcing that the state’s “know-nothing-do-nothing” approach to ADA compliance in elections is unlawful.

“This decision sends a clear message: systemic barriers that prevent people with disabilities from fully participating in the electoral process are illegal,” said Shira Wakschlag, Senior Director of Legal Advocacy and General Counsel for The Arc of the United States. “The court carefully considered the experiences of The Arc’s members—voters with disabilities and their assistors—and found that S.B. 1 subjected them to barriers that blocked their voices on issues that directly impact their daily lives, stripping them of their fundamental right to participate in our democracy. Even when voters with disabilities managed to cast a ballot, they endured significant burdens that are themselves violations of federal law. This ruling affirms that the right to vote must be more than theoretical. It must be meaningful, accessible, and free from unnecessary hardship. The Arc celebrates this decision and will continue fighting nationwide to protect the rights of voters with disabilities.”

This ruling makes it clear that “Texas voters with disabilities deserve better,” the court concluded. “And the ADA and Section 504 demand more.”

The court found that, contrary to the state’s argument, voters with disabilities should not have to fight through unnecessary obstacles just to exercise their fundamental right to vote. Public entities have an affirmative obligation under the ADA and Section 504 to proactively ensure accessibility, rather than waiting for voters with disabilities to request accommodations. The ruling also emphasized the real harm caused by criminalizing voter assistance, an issue exacerbated by the ongoing crisis in the direct care workforce, and creating barriers to voting by mail.

“This decision doesn’t just validate the inequitable barriers faced by Texans with disabilities when voting. It puts a stake in the ground that nothing short of true, meaningful voting accessibility is acceptable under the law,” said Jennifer Martinez, CEO of The Arc of Texas. “This ruling recognizes the powerful testimony from our members who bravely shared their experiences in court. Their voices changed history.”

S.B. 1, enacted in 2021 under the guise of election integrity, imposed a maze of restrictions that disproportionately harmed voters with disabilities. Among its most damaging provisions, the law:

  • Criminalized certain forms of voter assistance, deterring family members, caregivers, and others from helping voters with disabilities navigate the voting process;
  • Created burdensome ID requirements for mail-in ballots, leaving many voters (especially those who lack access to reliable transportation) unsure whether their ballot would be accepted;
  • Forced voters with disabilities to navigate an intimidating system that threatened their privacy and put their assistors (many of whom are immigrants and people of color) at risk of criminalization, while preventing election officials from taking proactive steps to ensure accessibility.

The Arc of the United States and The Arc of Texas, alongside civil rights groups including the Legal Defense Fund (LDF), Delta Sigma Theta Sorority, Inc., and the Houston Area Urban League, and the law firms Arent Fox Schiff and Reed Smith, have been fighting this law in court since it was enacted. This latest ruling builds on a previous decision from October 2024, in which the court found that sections of S.B. 1 violated the Voting Rights Act by limiting the right of voters with disabilities to receive assistance from the person of their choice. This new decision goes even further by addressing vote-by-mail restrictions and voter assistance criminalization, key issues that disproportionately impact voters with disabilities.

“This ruling is a significant triumph for the three million voters with disabilities across Texas and the ongoing fight for an inclusive democracy,” said Jennifer A. Holmes, Deputy Director of Litigation at the Legal Defense Fund. “The Court’s decision strikes down barriers that unfairly burdened and excluded voters with disabilities, ensuring they can exercise their fundamental right to participate in the franchise. The right to vote is illusory if election procedures are not accessible to all voters. This ruling strengthens the fairness of our electoral system by ensuring equal access to the ballot box.”

“At trial, the Court heard testimony regarding the significant barriers disabled voters face in any election and that S.B. 1 exponentially compounded issues people with disabilities faced,” said J. Michael Showalter, partner at ArentFox Schiff. “We were proud to stand with our clients Delta Sigma Theta Sorority and The Arc of Texas in removing barriers that limited Texans’ with disabilities rights to cast their votes.”

The court’s permanent injunction prohibits Texas state and county election officials from enforcing the challenged provisions of S.B. 1, though the ruling is stayed until after the May 2025 election under the Purcell principle.

The Arc remains committed to ensuring that every person with a disability has equal access to the ballot and will continue to fight voter suppression laws that undermine this fundamental right.

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About The Arc of the United States: The Arc advocates for and serves people with intellectual and developmental disabilities (IDD), including Down syndrome, autism, Fetal Alcohol Spectrum Disorders, cerebral palsy, and other diagnoses. Founded in 1950 by parents who knew their disabled children deserved more, The Arc is now the largest grassroots organization for people with IDD with nearly 600 chapters in 48 states and Washington, DC. Together, we are promoting and protecting the rights of people with disabilities and supporting their inclusion throughout their lives—from education to employment to community living. There are approximately 7.4 million people with IDD in the United States, which encompasses over 100 different diagnoses. Visit www.thearc.org or follow us @TheArcUS to learn more. Editor’s Note: The Arc is not an acronym; always refer to us as The Arc, not The ARC and never ARC. The Arc should be considered as a title or a phrase.

About The Arc of Texas: The Arc of Texas is a statewide advocacy organization that promotes, protects, and advocates for the human rights and self-determination of Texans with intellectual and developmental disabilities (IDD). We envision a world where Texans with intellectual and developmental disabilities are included in their communities with quality support and services that meet their needs and choices. The Arc of Texas focuses on four policy pillars impacting Texans with IDD: 1) quality of life (community supports and services), 2) inclusive education, 3) integrated employment, and 4) civil rights and justice.

A view of a young girl from behind swinging outside

National Disability Rights Organizations Urge U.S. Supreme Court to Protect Rights of Youth With Disabilities in Key Education Case

/in , /by Jackie Dilworth

WASHINGTON, DC – A coalition of national disability rights organizations is urging the U.S. Supreme Court to protect the civil rights of students with disabilities in AJT v. Osseo Area Schools, a landmark case that could determine how disability discrimination claims are handled in schools. In an amicus brief filed this week, these organizations, including The Arc, argue that students with disabilities should not face a higher legal standard when seeking justice for discrimination in schools—one that does not exist in other settings covered by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act (Section 504).

“This case is about whether students with disabilities should have to clear a higher legal hurdle to seek justice for discrimination in school, one that doesn’t exist in workplaces, housing, or other settings,” said Shira Wakschlag, Senior Director of Legal Advocacy & General Counsel at The Arc of the United States. “No child should have to fight an uphill battle just to hold their school accountable for discrimination. Schools must be held to the same standards as every other public entity, plain and simple.”

At the heart of the case is a legal standard applied in some courts that makes it much harder for students with disabilities to prove discrimination in school compared to other settings. Under this stricter rule, students must prove that their school acted with “bad faith” or “gross misjudgment,” a standard that does not apply in workplace, housing, or other discrimination claims under the ADA and Section 504.

Decades ago, the Eighth Circuit Court created this higher standard for students in school settings, and since then, several other courts have followed. As a result, countless students with disabilities have had their claims rejected simply because they couldn’t meet this excessive burden of proof. Disability rights advocates argue that this rule contradicts federal disability laws and makes it much harder for students to hold schools accountable when they face discrimination.

“It is imperative that we protect student civil rights under Section 504 and the ADA, for students who have suffered compensable harms from disability discrimination,” said Selene Almazan, Legal Director at the Council of Parent Attorneys and Advocates (COPAA). “The legal rule whose demise is sought in this case—the bad-faith-or-gross-misjudgment standard—cannot be squared with the text or purposes of Section 504 and the ADA which undergird protections for millions of children with disabilities attending K-12 schools.”

Families already struggle to secure the support and services their children need to thrive—this additional legal barrier only makes it harder for them to fight back when their rights are violated.

The Supreme Court will hear oral arguments on April 28, 2025.

Amici curiae include: Council of Parent Attorneys and Advocates, The Arc of the United States, Bazelon Center for Mental Health Law, Children’s Law Center, Disability Rights Education & Defense Fund, Education Law Center, Learning Rights Law Center, Minnesota Disability Law Center, part of Mid-Minnesota Legal Aid, National Center for Youth Law, National Disability Rights Network, National Health Law Project, and the Washington Lawyers Committee for Civil Rights and Urban Affairs.

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About The Arc of the United States: The Arc advocates for and serves people with intellectual and developmental disabilities (IDD), including Down syndrome, autism, Fetal Alcohol Spectrum Disorders, cerebral palsy, and other diagnoses. Founded in 1950 by parents who knew their disabled children deserved more, The Arc is now the largest grassroots organization for people with IDD with nearly 600 chapters in 48 states and Washington, DC. Together, we are promoting and protecting the rights of people with disabilities and supporting their inclusion throughout their lives—from education to employment to community living. There are approximately 7.4 million people with IDD in the United States, which encompasses over 100 different diagnoses. Visit www.thearc.org or follow us @TheArcUS to learn more. Editor’s Note: The Arc is not an acronym; always refer to us as The Arc, not The ARC and never ARC. The Arc should be considered as a title or a phrase.