Autism and savantism explained

PETALING JAYA: Last month, a 12-year-old child prodigy became Universiti Malaya’s youngest ever undergraduate after he was admitted into its science faculty to study for a bachelor’s degree in mathematics.

But that was not the first time Izz Imil Shahrom impressed those around him with his mastery of the subject. At the tender age of five, he was already said to have attained knowledge in mathematics and chemistry at Form 4 level.

According to his mother, Izz Imil has mild autism and hyperlexia, and although he had difficulty speaking, he had shown a keen interest in numbers since the age of three.

His exhibits similar abilities as people with savantism, who show exceptional ability in an intellectual activity or a group of related activities.

Savantism is known to be prevalent in autistic populations, though not exclusive to them.

FMT takes a closer look at autism and savantism.

Autism and savantism: what’s the difference?

Charlene Marie Samuel, founder and director of Autism Behavioral Center, described autism as a neurodevelopmental disorder characterised by challenges in social interaction, communication, and a tendency to engage in repetitive behaviour or restricted interests.

Savantism, on the other hand, refers to a rare condition in which a person with a developmental disorder, including autism, demonstrates extraordinary abilities or talents in specific areas, such as music, art, maths or memory.

“While autism is a broad neurodevelopmental framework, savantism is a specific subset of abilities that can occur among individuals on the autism spectrum,” she told FMT.

Samuel said research has also shown that a subset of children with autism may exhibit hyperlexia, alongside exceptional abilities in focused areas such as mathematics, music or visual arts.

“However, the degree of hyperlexia or exceptional talent varies widely and is not a universal characteristic of all children on the spectrum.”

According to Cleveland Clinic, a US-based non-profit hospital, approximately one in 10 persons with autistic disorder has some savant skills.

Supporting neurodiverse kids in education

Children like Izz Imil, who have exceptional talents, but struggle with communication, alongside challenges in communication, will need a combination of therapies, said paediatrician Dr Shan Narayanan.

He said neurodiverse kids can benefit from five main therapies: speech therapy, occupational therapy, Individualised Education Plans (IEPs), social skills training and specialised mentorship.

IEPs, Shan explained, mean tailoring education to meet a child’s specific strengths and challenges, which he said is crucial to promote the talents of children.

Shan also said that children with autism often thrive in structured environments where they know what to expect. Hence, setting routines can help to reduce their anxiety, he added.

“By embracing both these children’s strengths and challenges, parents and educators can help them reach their full potential,” he said.

Samuel called for peer education to improve interactions between neurodiverse children and their classmates.

For example, she said the significant age difference between Izz Imil and his fellow undergraduates is bound to create a gap which must be addressed.

“Learning how to work and interact with neurodiverse children will set everyone up for success.”

More resources and education

Both Shan and Samuel said that while awareness surrounding autism has grown in recent years, there is still room for improvement.

Shan said that resources and access to specialised education can be limited, particularly in rural areas. He said although early intervention services are improving, more needs to be done to ensure that all children, regardless of location or socioeconomic background, have access to the support they need to thrive.

Similarly, Samuel said many challenges remain in addressing the needs of children with autism and savantism adequately, adding that many families still face difficulties accessing assessments, therapies and educational support.

“More effort is needed from the government and community to enhance knowledge about autism and develop comprehensive support systems that include training for educators, more specialised therapists, and inclusive educational programmes,” she said.