Autism Acceptance at All Ages
Autism acceptance efforts have come a long way in recent years, and libraries are one of the key reasons why. As a librarian and the mother of two sons with autism spectrum
disorder (ASD), I’ve witnessed this progress firsthand. In my capacity as the assistant director of the Beals Memorial Library (BML), I’ve seen how efforts to create more inclusive programs, services, and spaces can promote positive social change that dra-matically improves people’s quality of life, disabled or not.
Through our “See Beyond the Spectrum” initiative, in recent years, BML has established new ASD-friendly programs, made our existing programs more accessible, updated our collections with texts by autistic writers, and established an autism caregiver support group. Our staff have gone through autism awareness training, and we’ve established partnerships with local organizations that serve autistic youth. Much of this workhas been supported by external grants, including generous funding from the ALA’s “Libraries
Transforming Communities” initiative, which seeks to help libraries become more accessible to patrons with disabilities.
Everything we’ve done has proved beneficial, both inside and outside of the library. Staff-patron interactions are more productive and less awkward. Families feel welcomed,
and patrons with ASD feel comfortable being themselves when they visit. Community members are more knowledgeable about ASD and are actively talking about it. Other local organizations are learning from us and taking steps to promote autism
inclusion in their own work.
In short, we’ve made considerable strides in promoting autism acceptance. But chal-
lenges remain. One of the biggest is the idea that autism is something people “age out of.” Autism doesn’t magically disappear as children get older, but people often behave like that’s the case. We see little kids stimming to deal with sensory overload or reduce stress, and we think, “Okay, they’re autistic, and they’re just trying to calm down
or process something. No problem.” Seeing that same behavior in teenagers or young adults, we often react very differently. Instead of treating stimming as normal and perfectly fine, we jump to the conclusion that something must be wrong.
“Growing Out” of Autism: A Harmful Myth
Why are we so accepting of little kids with ASD but so unaccept ing of older youth and adults with ASD? The idea that ASD is something children can “grow out of” runs deep in our society. Because ASD is most commonly diagnosed among children, some people falsely believe that older youth or adults can’t have ASD or that they learn to “be like everyone else.” But that’s simply not true. Often, what might look like “growing out” of ASD is actually just learning to mask; that is, how to disguise differences by adhering to social norms. Early in life, individuals with ASD learn that if they want to be accepted, they need to act like their nonautistic peers. But changing behaviors doesn’t make someone “less autistic.” Hoping that autistic children will eventually “catch up” with their nonautistic peers is misguided. ASD is lifelong, not a developmental phase. While it’s true that ASD is not static and that some children learn skills for social interactions, communication, and emotional regulation as they age, it’s also true that masking is exhausting. The negative outcomes associated with it (including low self-esteem, anxi-
ety, and depression) tend to worsen over time, even if it appears to the public that some-
one is less visibly autistic.
Creating Age-Inclusive Services for Patrons with ASD
Our library’s efforts to create more age-inclusive services and programs for individuals with ASD began a couple of years ago, when we decided to remove age restrictions for one of our most popular programs: an annual sensory-friendly Santa visit.
When we first hosted this eventin 2023, it was designed for children who are sensitive to specific sights or sounds. Many of those who attend have never had a chance to meet Santa in a comfortable setting, as these events are typically held in overstimulating environments like malls. The response has been overwhelming. In addition to seeing Santa in person for the first time, children have appreciated the opportunity to entertain themselves with games, unstructured activities, and free time. The experience has also been very emotional for parents. Instead of constantly being on edge and worrying about others’ reactions to their children, they can relax and enjoy everyday family moments.
Despite the program’s success, over time we realized the need to reach a broader audience. Many older youth and adults with ASD still believe in Santa, so why shouldn’t they be able to visit him in an accepting environment? Now, when we advertise this event, we use the following language: “Santa is coming to the Library! He’ll be meeting individuals (regardless of age) who are neurodivergent, on the autism spectrum, or have other special needs, and their families.”
Opening up the program in this way has been hugely beneficial. It has also inspired us to
make other aspects of our programming for patrons with ASD more intergenerational. Another step we’ve taken is incorporating sensory-friendly resource kits into all our programs, whether for children, youth, or adults. The kits include a variety of inexpensive items that promote self-regulation, including headphones, chewies, sunglasses, fidget toys, and timers. They are available for general use, and patrons can also check them outand bring them home. They make a significant difference for
anyone who becomes overstimulated easily.
We have also committed to making our physical space more accessible to older patrons with ASD. During a recent community conversation, many families shared that our third-floor bathroom (where most programming takes place) is not very accommodating for people with disabilities. It is a small, confined space, and many find it difficult to navigate. As a result, they often need to take the elevator down to a larger, ADA-compliant bathroom on the first floor. This is particularly challenging for individuals
with ASD, as it requires transitioning away from a familiar and comfortable environment. Some have been reluctant to participate in programs because of this
barrier. We are currently renovating this area. In addition to enlarging the bathroom and making it fully ADA compliant, we are installing a changing table designed to
accommodate older youth.
During community conversations, families emphasized that there are very few public places in the area where they can support older children with ASD who are still working on toileting skills. Addressing this need is critical to creating a space that welcomes patrons with ASD of all ages. As with many of the upgrades we are making, this improvement will benefit a wide range of community members.
Putting Disability Inclusion to Work
To create more age-inclusive, ASD-friendly spaces, resources, and programs, the best place to start is with a community conversation. Hosting a public dialogue on ways to promote ASD inclusion is a powerful way to gather input from individuals with ASD. Chances are, you will discover that there are more people on the spectrum in your community than you realized. By involving these individuals in planning, you ensure that your efforts reflect real needs and concerns.
Second, pursue training opportunities. At BML, we have prioritized this work for many
years, and the benefits are clear. A good starting point is your local school district’s special education department. Schools can be valuable partners, offering expertise, connections, and shared goals.
Third, follow the guiding principle of the disability rights movement: “nothing about us
without us.” Our work with patrons with ASD is most effective when it is disability-led. By drawing on the expertise and lived experiences of individuals with ASD, we can provide meaningful support and create envi- ronments where people feel comfortable being themselves. As individuals with disabilities have told us, the most importantthing a library can be is welcoming and nonjudgmental. By extending the same acceptance
we show young children to youth and adults with ASD, we help ensure that libraries remain spaces of belonging for everyone
Further Reading
- Beals Memorial Library Case Study
- Visiting Santa at the Library: An Experience for All
- Sensory Friendly Programming: Lessons from Small & Rural Libraries
- How to Add Sensory Friendly Programs and Resources to Your Library
This article originally appeared in the July/August 2026 issue of Public Libraries magazine. PLA members receive the magazine as a member benefit. Learn more about becoming a member or subscribing.
Tags: autismacceptance
