The mother of an adolescent with autism, who prefers to remain anonymous, recounts that the first signs appeared when her daughter was almost one year old. However, the definitive diagnosis did not arrive until she was three and a half years old, after a long and uncertain journey through various professionals and services. This trajectory caused the family great anxiety and emotional exhaustion, marked by uncertainty and the slow pace of the process.
Over time, the girl's difficulties in language, behavior, and social interaction became more evident. The family emphasizes the emotional impact of this process, which profoundly affected family dynamics. Currently, at 14 years old, the young girl continues to face challenges in social and academic integration, and the family is considering a change of educational center to improve her situation.
The path to diagnosis was complex. After visiting several private professionals in Girona and the public early intervention service (CDIAP), no specialist confirmed autism, attributing the difficulties to developmental delay or language problems. The family sought answers at a specialized center in Barcelona, linked to Hospital Sant Joan de Déu, and consulted a private neuropediatrician, without obtaining a clear diagnosis in any of these cases.
Finally, the diagnosis came almost by chance, after a particularly difficult summer and the intervention of a psychologist specializing in autism, also linked to Hospital Sant Joan de Déu de Barcelona. This professional confirmed the suspicion of autism and recommended diagnostic tests, which culminated in the diagnosis at three and a half years old.
“"If you hadn't come, you would still be going in circles."
One reason for this delay is what specialists call female autism. Girls often exhibit different social strategies than boys, such as an interest in relating or imitating behaviors, which have traditionally been interpreted as incompatible with autism. These differences mean that diagnosis arrives later in girls, as more subtle social difficulties go unnoticed.
The diagnosis brought clarity, but also opened a new stage of uncertainties and highlighted the emotional cost for the family. The constant pressure and accumulated exhaustion affected family dynamics, and the mother acknowledges that the situation influenced their separation. Studies indicate that families with children with disabilities have higher separation rates due to stress and lack of personal time.
Adolescence, an already complex stage, multiplies the difficulties for the young girl. She struggles to form deep bonds with peers and perceives subtle rejection. The feeling of not fitting in is persistent, and the main challenge is not just learning, but social coexistence. The young girl identifies neither with the mainstream group nor with the Special Education Classroom, where students have more severe conditions.
“"She doesn't suffer overt bullying, but she perceives subtle rejection; the label is not removed by anyone."
Since primary school, going to school became a daily struggle. The increase in academic demands and the complexity of social relationships during adolescence made it clear that the educational model was no longer working. Finally, the young girl herself requested a change of center, where she will start third year of ESO in a special education environment. This decision, despite its contradictions, seeks a space where she can stop suffering.
The case highlights the limitations of inclusive schooling. Although mainstream centers have resources such as support staff or special education teachers, these are often insufficient and not designed for the specific needs of autism. The young girl now spends most of her day in a space with more educational support, but this accompaniment comes after a long and exhausting journey for the family.
