Provision of support and services that meet the needs of children with autism. Due to the barriers in various social and political environments, including infrastructure, individuals with autism are unable to fulfil the appropriate functions, therefore, it is necessary to improve the appropriate social support and services. For example, the physical environment in which an autistic individual lives can be adapted to help him or her perform better activities, taking into account his or her characteristics and needs. It is well known that children with autism often lack the ability to make choices on perceptual issues, find it difficult to avoid interference from irrelevant stimuli, and are easily distracted and have meltdowns. The cluttered objects, special smells, high brightness lights, too high or too low temperatures in the classroom environment will make their sensory channels have to point to more than one thing at the same time, thus making it difficult for them to concentrate, and they may even have emotional breakdowns due to overloading of sensory processing, and develop problematic behaviours such as self-injury, aggression, and dropping things. Therefore, the physical environment for autistic children should minimise distractions and create a regular and orderly environment. For example, the intensity of light can be reduced, natural light can be used as much as possible, noise from tables and chairs can be reduced, and the placement of objects can be reduced to avoid distracting the children's attention and to help them participate better in teaching and learning activities. Moreover, considering that autistic individuals are resistant to environmental changes and schedule adjustments, it is necessary to create a predictable environment for them. For example, schedules can be used to let autistic individuals know in advance of the changes that will take place, so as to enhance their sense of security and help them to be psychologically prepared to adapt to the changes. In addition, as individuals with autism often show a strong response to visual information, they are able to pay attention to and understand visual information better than auditory information, and they also rely on visual images in their understanding and use of language [16]. Therefore, classroom functional partitions, activity arrangements, task requirements, teaching and many other aspects can be presented with pictures instead of language, taking advantage of children's superior ability to develop their attention and comprehension abilities. For example, pictures can be used to partition classroom functions, such as play area, teaching area, etc.; visual schedules can be designed to present children's tasks for a day or a lesson in pictures to help children understand the activity tasks; visual stimuli can be used to parse tasks, i.e., presenting children with pictures of the steps needed to complete a task; and pictures or videos can be used as much as possible in teaching activities to maintain children's interest and comprehension. There is also a need to provide a supportive human environment. For example, because children with autism lack the ability of central integration, they cannot process things as a whole, but only individual pieces of information [17], and therefore tend to focus on individual pieces of information in their semantic understanding, they tend to focus on individual words or phrases and neglect the linkage and combination between words and words, thus making it difficult to understand the meaning of sentences. Moreover, their understanding of the meaning of vocabulary is

inherently weak. Therefore, when communicating with autistic children, specific and simple words should be used as much as possible to help them understand.

Interventions aimed at 'improving' autism. In a sense, inappropriate behaviours should be accepted to a certain extent as long as they do not interfere with the learning and lives of the individual and others, and support should be provided as long as the functional skills that the child lacks can be replaced in other ways. All support and services should be aimed at 'improving' the individual and helping them to adapt better to life in society, rather than 'eliminating' autism and achieving so-called 'seemingly normal' outcomes. The aim is not to 'eliminate' autism to achieve a so-called 'normal-looking' outcome. For example, autistic children often display repetitive and stereotyped behaviours. If such behaviours do not affect the learning and life of the autistic children and others, but on the contrary, help them to calm down, ease their anxiety and adapt to the social environment, then such behaviours should not be eliminated. Of course, if the repetitive stereotypical behaviour interferes with the activities of others as well as oneself, then attempts should be made to reduce its occurrence by using alternative behaviours, for example. In terms of communication, many children with autism do not develop functional language, so if alternative modes such as Picture Exchange Communication System (PECS) and Speech-Generating Device (SGD) can be used, the child can communicate smoothly, then the child should not be eliminated. If children with autism are able to communicate successfully, it is not necessary to carry out intense and intensive interventions to facilitate their verbal communication. Moreover, in education and intervention, the strengths and interests of individuals with autism should be explored and utilised in order to achieve better 'improvement'.

Reconceptualising autism from a neurodiversity perspective of identity and acceptance reveals that individuals with autism should not be defined only by deficits, but also by positive qualities: their 'reluctance to communicate' and withdrawal from physical contact is not 'intentional', but rather a result of their relationship with the outside world. Their 'reluctance to communicate' and refusal of physical contact are not 'intentional', but are the result of long term negative interactions with the outside world; their stereotypical, self-injurious and aggressive behaviours, as well as 'odd' behaviours such as emotional instability, are not without cause. An objective and more positive understanding and perception of autism is conducive to safeguarding their dignity and realising their potential more fully, thereby helping them lead a better quality of life.

Young children, like adults, have the right to freedom of speech and to express their inner thoughts. Listening to children helps them to feel respected and cared for. Listening to children's voices should not just focus on their superficial shallow needs, but more on their diverse perspectives and authentic feelings (Murray, 2019).