**2. Etiology**

The exact etiology of ASD remains unknown even though genetic, immunological, neurolog‐ ical, neurotoxins, electromagnetic radiation, and allergenic causes have been investigated. Early theories of maternal unresponsiveness have been discredited as mentalistic and sexist,

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while recent neurological studies have shown physical differences in early brain growth and functioning. Sibling and twin studies point to the possibility of genetic links. Ultimately, it is likely that ASD is caused by a combination of genetic and environmental risk factors [11]. In fact, it is to be expected that one day we will be able to differentiate symptomatology along the spectrum much more precisely and different 'causes' will be linked with different mani‐ festations along the autism spectrum.

General Practitioners (GP) are the first port of call for most parents who are concerned about their children's behaviour. A referral is made to an assessment team, commonly lead by a pediatrician working in collaboration with a team of allied health professionals. A full diagnosisis based on behavioural observations and caregiver reports of their behavioural observations [19]. Although presently, there are no medical tests, ASD remains a medical diagnosis that requires a medical as well as educational response.

The Vice President for State Government Affairs of Autism Speaks, the world's largest autism charity, Professor Lorri [87] made this point clearly when arguing for health cover:

Autism is diagnosed by a doctor, not a school principal. Treatment is prescribed by a doctor, not a teacher. Here are some things autism families deal with daily: swallowing aggression, teeth grinding, feces eating, depression, tantrum, drooling, elective mutism, food refusal, food theft, genital stimulation, hallucinations, hyperactive behaviour, hyperventilation, inappropriate vocalizations, insomnia, public disrobing, rectal digging, seizure behaviour, self-injurious behaviour, tongue protrusion and vomiting. Does anyone think these should be treated in our school classrooms? (p. 1)

Of course not everyone agrees. Proponents of the neurodiversity movement [48, 58, 66] argue that autism represents a neurological difference that should be celebrated rather than treated with interventions. [44] maintain that these arguments are valid with regards to rights, recognition and acceptance, however, they rightly argue that 'only a narrow conception of neurodiversity, referring exclusively to high-functioning autists, is reasonable' (p. 20).
