Autism Spectrum Disorder (abbreviated as ASD) is a disorder that encompasses a group of complex neurodevelopmental disorders. In today's world, we are witnessing a continuous increase in its prevalence (Centers for Disease Control and Prevention, 2021). When we talk about autism, we are referring to a condition that lasts a lifetime and affects many aspects of an individual's life and their family. In individuals with Autism Spectrum Disorder, there are characteristic deviations in social communication and social interactions, along with some unusual behavioral, interest, and activity patterns. Misconceptions or assumptions about individuals with ASD often arise due to their socially inappropriate behaviors and physical characteristics (Gray, 2002). The media also disseminates information to the public without selecting sources or critically evaluating what is being read, leading to the spread of misinformation (Obeid et al., 2015). My intention was to provide insight into the way autistic children experience the world and to emphasize the necessity of changing the perspective of educators working with these children. This is because we are increasingly encountering children with Autism Spectrum Disorder in our work. It is also essential to understand the challenges of coexisting with the diversity of children, both typically developing and those with autistic disorders. It's not just about the goodwill of all participants, but also about the necessary conditions to facilitate this shared life. To bring about important changes, we first need to raise awareness. Children with Autism Spectrum Disorder usually require systematic professional assistance to "awaken" their awareness of others and learn behaviors that enable them to live with others. In today's world, there is a significant shortage of professionals trained to work with children with ASD. Additionally, unqualified and poorly educated individuals often participate in their care. The correct diagnosis of a child is often delayed, institutions providing treatment for children often have long waiting lists, and parents often hesitate to acknowledge their child's diagnosis, among other challenges. After recognizing the symptoms of unusual behavior, parents need a diagnosis, and a diagnosis of Autism Spectrum Disorder usually requires therapy before the importance of educational intervention is realized. Unfortunately, this is a common but mistaken path. I also wanted to draw attention to how individuals with Autism Spectrum Disorder are often perceived as outsiders. Due to ignorance, such individuals are often isolated from society, not given enough opportunities to integrate into the community, and not provided with sufficient support to make their lives easier and give them hope for abetter future. Families of individuals with ASD carry a lifelong burden as they support and guide a family member for whom external assistance is crucial for their continued life. With daily great effort and concern, they often neglect their own needs, and their social lives suffer because they are focused on helping their family member. As a community, we must learn to be united and help each other when needed. From a young age, we should encourage our children to respect diversity and not allow the labelling of individuals who are different from us. In the group where I work as the primary educator, there is a five-year-old boy with Autism Spectrum Disorder. The diagnosis was received relatively late. Communication was extremely challenging because the boy was entirely nonverbal. When attempting sign language, I noticed that the boy lacked motor skills and the ability to mimic. This led to misinterpreted messages and tantrums due to a lack of understanding. After this initial failure, I decided to try communication using Picture Exchange Communication System (PECS) cards. I was determined to discover the boy's abilities and establish communication. I monitored the development of communication through pictures over a period of one year. We began with 2-3 cards. Occasionally, I checked if the boy had truly mastered them by inserting a wrong card. The boy demonstrated excellent visual learning skills, so we soon started using 8-10 cards. I am very pleased with the results because a means of communication was found, and the boy's desires and needs can be accurately defined. The number of tantrums, which mostly occurred due to specific needs, decreased because the boy found a way to express those needs. Since the boy was nonverbal, using PECS, he started to express himself verbally (repeating the name of the concept from the card).