When I first thought about this project, the idea didn’t just come out of nowhere—it came from live experience. I had witnessed the reality of their world: the challenges of communication, the struggles of parents, the dedication of teachers and the invisible barriers that stood between these students and mainstream education.
The question that kept echoing in my mind was simple yet powerful: What if every child on theautism spectrum could access equal opportunities in education? That became our vision—a school environment where every student, regardless of their abilities, feels supported and valued.
Building the Team
Our Intercultural Project Team
I took the first step by posting the idea on Discord, not knowing who might respond. What happened next surprised me. Students from across India, Switzerland, the US and the UK joined in. Soon, we became a four-member team:
Shaya Griffin, also an apprentice at KV Business School Zurich, School.
Despite being spread across continents, we connected through Discord, online meetings, and The Horse (the-horse.education) platform. Slowly, what began as an idea turned into a collaborative mission.
On the Ground: Our Experiences
The most transformative part of this journey was stepping into the real world of schools and communities.
In Switzerland, my teammates studied schools and associations like Edelweiss, Oak Hill, and ASK.
In the US, they looked into the Monarch School and the New England Center for Children.
In the UK, the team studied Snowflake, Queensmill, and Prior’s Court.
Learning Activities of Daily Living
Enjoying rain shower during their leisure time
Field visits and experiential learning
Therapeutic Bubble column for therapy
Sensory Room
Picture Exchange Communication System for helping communication
Pet Assisted Therapy
Sensory Wall for meeting sensory needs
Hands on training to use ATM
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These visits weren’t just tours—they were opportunities to listen. We gathered insights from educators, policies and most importantly, from the live experiences of students and parents.
Shaping Our Ideas
We didn’t want our research to sit quietly in a file. We wanted to create something.
Together, we
Built a website to spread awareness: THF-AAI Awareness Site
Produced videos for Autism Awareness Day, shared on The Horse’s Instagram (instagram.com)
Published write-ups on Edublogs, where I reflected on my journey and highlighted that autism is not a disability but a different ability.
Through these efforts, we transformed data into stories, stories into awareness and awareness into action.
What We Learned
One key realization struck us: strong laws for inclusivity already exist everywhere.
Because laws on paper don’t always turn into practice. Implementation gaps, lack of trained teachers, funding disparities and the rural-urban divide remain stubborn barriers.
That’s when we understood the power of student advocates. Unlike policymakers or officials, we can directly influence our peers, shape school culture and create support systems from the ground up. Inclusivity doesn’t always start in government—it often starts in classrooms.
Case Study: Malavika’s Journey – From Challenges to Empowerment
Malavika K.S.
During the course of this study, I also had the opportunity to meet Malavika, an autistic individual whose journey is both inspiring and noteworthy.
Early Life and Challenges
Diagnosed with autism at an early age, Malavika encountered significant challenges in her formative years. Social interactions were often intimidating, sensory sensitivities caused discomfort and adapting to the structured routines of school posed continuous difficulties.
Support and Growth
With the steadfast support of her parents, teachers and peers, Malavika gradually learned to navigate these obstacles. Through consistent encouragement and perseverance, she developed effective coping strategies that enabled her to progress both academically and socially. Over time, school became more than a learning space—it evolved into a supportive community that recognized and nurtured her potential.
Today, Malavika teaches dance and music to children with autism.
Transition and Turning Point
Upon completing her formal education, Malavika faced the uncertainties of adulthood. However, her participation in an employability training program tailored for autistic individuals at CADRRE, The Autism Centre (cadrre.org) became a major turning point. The program not only helped her manage anxiety and emotions but also prepared her for professional life by identifying and strengthening her unique abilities.
Current Endeavours
Motivated by her passion for the arts, Malavika chose to work at a school for autistic children, where she teaches dance and music. Drawing from her own experiences, she uses rhythm and movement as powerful tools for expression and emotional connection, helping her students discover joy and confidence through creative learning.
Malavika’s journey exemplifies the transformative power of inclusive education, empathy, and structured support. Her story underscores that when autistic individuals are provided with understanding, tailored opportunities and encouragement, they can not only overcome barriers but also contribute meaningfully to society.
Her life stands as a testament to the idea that inclusion goes beyond access—it is about creating spaces where individuals feel valued, empowered and capable of realizing their fullest potential.
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Sharing and Promotion
We made sure our work didn’t stay hidden. Through Instagram reels, LinkedIn posts, Discord discussions, and Edublogs, we reached audiences far beyond our immediate circles. The feedback we received showed us that our voices mattered.
Looking Back, Moving Forward
The BEFTER method guided us from imagination to reality. What began as a simple question grew into a global collaboration, research, creation and advocacy.
Personally, I learned that inclusivity isn’t an abstract ideal—it is something we build together, step by step. I also realized how much of a difference young people can make when they care deeply about an issue.
The implications are clear: if student advocates step up, schools can move from compliance with laws to genuine inclusivity.
My Hope for the Future
I hope this work becomes more than just a project. I hope it sparks a movement where students across the world become advocates for their peers with autism. I hope schools don’t just speak about inclusivity, but live it—through trained teachers, supportive peers, and a culture of respect and empathy.
Most of all, I hope that one day, when someone asks, “What if every child on the autism spectrum could access equal opportunities in education?”, the answer will be, “Of course they can. That’s how it already is.”
