The Colonial Demand for Speech
Nonspeaking autistic children in Black families are often treated as risks rather than as people communicating differently.
When Black families raise nonverbal autistic children, silence is treated as danger rather than communication, and fear becomes the engine of discipline, secrecy, and forced speech. - Lovette Jallow
Š Lovette Jallow. All rights reserved.This section is part of a protected and copyrighted body of work. It may not be reproduced, excerpted, adapted, or cited in academic, commercial, or derivative work without explicit permission. This is living, ancestral research rooted in lineage, not labs.
I keep returning to the same image when diaspora parents call me about their nonverbal autistic childrenâa conversation I have had hundreds of times across four continents since 2019, sitting with precolonial Africa as a living archive, not a museum.
In my research, I sit with societies where memory was held in bodies, where knowledge moved through rhythm, ritual, repetition, and apprenticeship. Where people learned each other slowly. Where language was never only about mouths. It was eyes and silence and gesture and timing, and a communityâs ability to read what was present without demanding performance.
I picture an older compound at dusk. The air heavy with cooking smoke. Children moving in and out of each otherâs space. Someone humming while they work. Someone else quiet, observing everything, taking in the whole scene without comment. Nobody rushing them. Nobody demanding a greeting on command. Nobody dragging them into the centre to prove they are âokay.â
Then I answer the phone in 2026 and the first question is almost always the same.
How do I make them talk?
The parent usually starts with care. They found my lectures, my training, a post that went viral, a clip where I said out loud what many of us feel but have not yet found language for. They tell me they are tired. They tell me they are scared. They tell me they love their child. Then they say the sentence with a weight behind it: my child is nonverbal.
What that word carries is not just a diagnosis. It is a judgment wrapped in institutional language, a way of naming what the parent fears most: invisibility.
Sometimes they whisper it like it is contraband. Sometimes they admit they are hiding it from their larger family. Sometimes they have already been pushed toward methods that promise quick results, less stimming, more sitting still, more eye contact, more obedience. The language of âprogressâ arrives early in the call, and it always sounds the same: make the child easier to manage, make the child easier to read, make the child easier for other people to tolerate.
That is where my research and my reality collide.
Because I hear grief, and the grief is real. But I also hear something louder than grief. I hear fear of judgment. Fear of elders. Fear of teachers. Fear of being blamed. Fear of being seen as careless, cursed, weak. Fear of a child who cannot perform respectability on demand.
And once fear becomes the driver, speech stops being communication. Speech becomes evidence. It becomes a receipt you can hold up to the world to prove your child is âin there,â to prove you are doing parenting correctly, to prove your family should be spared humiliation.
This is the quiet violence beneath so many diaspora stories.
We come from cultures that speak through the body, then we raise our autistic children as if body language is meaningless unless it becomes speech. We can read a room with a glance. We can correct a child with a look. We can communicate refusal with teeth-sucking, disappointment with silence, warning with timing. We do whole conversations without words. Yet when a childâs autism makes speech difficult or unavailable, many families are pressured to treat that child as unreachable, then hand the child over to compliance systems that promise to make them âfunctional.â
I want to name what is happening here, without romanticising the past and without excusing the harm of the present.
Precolonial frames did not require a child to perform neurotypical communication to be recognised as a full human. Diaspora pressure often does. And when recognition depends on performance, the child pays for the adultâs fear with their nervous system.
That is why these calls keep repeating themselves. They start with love. They end with a demand. And somewhere in the middle, the childâs actual language gets lost under everyone elseâs panic.
Please note my whole life up to now: when I meet nonverbal autistic children before anyone tells me they do not speak, I rarely register their silence as absence. We communicate without effort. Often the adults watching us react with visible astonishment, as if something impossible is happening in front of them.
I recognise that reaction because I lived it from the other side. I was intermittently non-speaking as a child and today. I understood everything around me, but there were periods when my body would not produce speech. Adults treated that gap as confusion or defiance, and their insistence on making me talk was exhausting. They were exhausting especially in Swedish schools. What they could not see was that comprehension was never the issue. Access was.
I want to be clear about scope and language here. Black families are not a monolith, and neither is Africa. The patterns I describe emerge across different diaspora contexts shaped by migration, racial surveillance, religious pressure, and institutional scrutiny. My references to precolonial African communication draw from specific West and Central African lineages and contemporary continuities, not from an imagined uniform past. When I use terms like nonverbal or non-speaking, I am naming access to speech rather than absence of understanding. Communication remains present, relational, and responsive, even when words are not.
Why Parents Hide an Autism Diagnosis from Black Extended Families
Secrecy turns the child into a risk management exercise. Every meltdown becomes something to control before somebody sees. - Lovette Jallow
Then comes the second pattern, the one parents confess after they trust me enough to say it out loud.
They are hiding the autism.
They are hiding it from grandparents, aunties, uncles, cousins, the wider family WhatsApp, the church circleâthe people who will frame everything as shame, punishment, or spiritual failure. Sometimes they hide it because the family will blame the mother. Sometimes because the family will treat the child like a problem that has embarrassed the lineage. Sometimes because they fear the child will be excluded from family gatherings, spoken about like they are not in the room, or disciplined harder because relatives interpret autism as disrespect.
When a parent hides a diagnosis, they often tell themselves they are protecting the child. In practice, secrecy turns the child into a risk management exercise.
The child becomes a public relations issue. Every meltdown becomes something to control before somebody sees. Every sensory reaction becomes something to correct before somebody comments. Every difference becomes an emergency because the family cannot know, and the parent cannot be questioned, and the child cannot be allowed to make visible what the adults are trying to conceal.
This is where diaspora parenting starts parenting the audience.
The family secret becomes the climate the child grows up breathing. The child learns early that their needs cause tension. The child learns early that adults tighten up around them. The child learns early that the room changes when they enter it.
That is a form of violence, even when nobody throws a hand. It teaches the child that belonging depends on appearing acceptable. It teaches the parent that their love must be managed in private. It keeps everyone performing, and performance always has a cost.
In my research across hundreds of diaspora families, I keep returning to the role of collective interpretation. Griots and oral historians carried genealogies and social memory through attention, rhythm, repetition, and nuance. Communities knew how to listen for what was being expressed beyond direct speech. That kind of listening is not soft. It is disciplined. It is a communal skill.
Secrecy interrupts that. Secrecy isolates the parent. Secrecy isolates the child. Secrecy hands power to the loudest, most punitive voices in the family because the parent starts acting from fear.
Once autism becomes a secret, every behavior turns into evidence, and parents start parenting the audience, not the child.
This is the part where I slow the conversation down, because ânonverbalâ gets used in ways that quietly erase the child.
A parent says ânonverbalâ and what they often mean is unreachable.
They mean: I cannot get confirmation. I cannot get reassurance. I do not know what they think of me. I cannot show the family that my child understands. I cannot prove to doctors and teachers that my child is intelligent. I cannot stop strangers from treating my child like they are empty.
That word becomes a label for adult helplessness, not a description of the Autistic childâs actual communication. - Lovette Jallow
Many non-speaking autistic people communicate clearly through bodies, patterns, devices, and relational cues. Some communicate through gesture, hand leading, eye direction, pacing, stillness, sound, humming, scripting, repetition, rhythm. Some communicate through AAC. Some of us myself included communicate intermittently. Some speak in certain contexts and lose speech under stress. Some speak in ways that do not match what adults expect, and adults treat that mismatch as failure.
We already understand this as Black people. We can read a glance across the room and know we are being warned. We can hear a long pause and know someone is displeased. We can tell when someoneâs breathing changes and know something is coming. We have a cultural archive of nonverbal literacy, built through history, proximity, surveillance, and the need to communicate without giving ourselves away.
That literacy should make us more capable of understanding a non-speaking child. It should make us slower to assume absence. Instead, parents often get pressured into chasing neurotypical performance. They chase speech because speech is rewarded by schools. Speech is treated as proof of progress. Speech can quiet relatives who keep asking, âWhat is wrong with them?â Speech can prevent the child from being punished for not answering fast enough.
Then the methods get uglier. âMake them talkâ slides into compliance training. It slides into forced eye contact. It slides into punishing a child for failing tasks their nervous system cannot perform on demand. It slides into spanking, shouting, intimidation, and humiliation, because the family already has a discipline culture that treats children as objects to correct.
Who is it that struggles to read Black faces and expressions? If not whiteness and its social constructs?
White people and non-Black minorities routinely misread our affect. Research from the American Psychological Association shows they have a harder time telling genuine from fake smiles on Black faces than on white faces, a problem Black people themselves do not have. They cannot reliably read our joy, our discomfort, or our boundariesâbut they still expect our children to be readable to them on command.
Now instead of learning your childâs language, you are pressured to make your child fluent in a colonial way of expression.
That is why I press the question that makes people uncomfortable. What exactly are you asking your child to sacrifice so you can feel calm?
This question matters because communication and compliance are not the same thing. A child can be trained to perform obedience while still living in distress. A child can be trained to speak while their body learns that speech comes from threat.
My work on precolonial neurodivergence keeps bringing me back to a different ethic. People observed. People adjusted. People interpreted. People made space for silence and difference without turning it into a crisis that had to be beaten out of the body. That ethic belongs in diaspora parenting now, because our children are paying for our fear in real time.
If the parent equates speech with personhood, then every other form of communication gets dismissed before it is even read.
Black Psychological Practices Before Western Intervention
Years into my research on precolonial Africa and Black communication systems, I started asking a different question: What methods did Black families and communities create for understanding, regulating, and supporting children who communicate differently?
When I looked beyond formal academic psychology, where so much credit has been stolen, buried, and filtered through white institutions, I found something else entirely. Black communities have always produced sophisticated systems of regulation, interpretation, and meaning-making. These are not new. They are not borrowings from white clinical frameworks. They are indigenous technologies refined through generations of necessity and observation.
These practices show up as everyday structure in how Black families actually parent:
The auntie who can tell a child is dysregulated before a word is spoken, because the eyes have shifted and the shoulders have tightened.
Collective regulation through rhythmâclapping, drumming, humming, rocking, pacing in sync, call-and-response that keeps a nervous system anchored to the group.
Indirect instruction through proverb, story, and repetition, the same lesson delivered from multiple angles until it lands in the body.
Observational learning and apprenticeship, where a child watches first, participates second, performs last, without being forced to narrate themselves on demand.
Nonverbal accountabilityâcorrection through a look, a pause, a withdrawal of attention, a shift in toneâbecause the goal is behavior adjustment without humiliation.
Sensory-informed caregiving without clinical language: lowering voices, changing lighting, moving a child away from noise, letting them sit near a trusted adult, letting them chew, tap, sway, and stim without turning regulation into a moral problem.
These are psychological tools. They are relational tools. They are nervous system tools. They come from lived necessity and intergenerational pattern recognition, not from labs. And they matter immensely for Black families raising nonspeaking autistic children, because they represent an entire alternative to compliance-based intervention.
When Western systems treat Black psychological practices as folklore when it suits them, then pathologise Black autistic nonverbal communication when it resists control, they are not correcting a deficit. They are enforcing an order.
Precolonial African Frameworks for Recognizing Silence and Difference
Across the oral histories and social logics I study in precolonial African societies, I keep encountering a different ethic than the one dominating how Black families raise nonspeaking autistic children today.
It is the ethic of learning a personâs language rather than forcing them into performing ours.
Let me be precise, because precolonial Africa gets mythologized constantlyâstripped of complexity, flattened into fantasy.
I am not claiming the past was gentle. I am not claiming communities were universally safe. I am not pretending harm did not exist. Harm existed everywhere. Hierarchy existed everywhere. Exclusion existed everywhere. What I am naming is something narrower and more useful: a different set of assumptions about what communication is for, and who carries the burden of translation.
In the accounts and cultural memory I return to, a person who does not speak is not automatically treated as empty, stupid, or absent. Silence can be interpreted as temperament, as discernment, as spiritual proximity, as deep processing, as sickness, as grief, as caution, as choice. Sometimes it is treated with neutrality. Sometimes it is treated with awe. Sometimes it is treated with fear.
But even that range is the point.
Speech is not positioned as the single gateway into humanity.
The ethic I keep finding is recognitional. You learn someone by watching them. You place them in the rhythm of daily life. You notice what they do with food, sound, movement, attention, proximity, routine. You notice who they soften around, what they avoid, what calms them, what throws them off. You do not demand a performance to prove they are there.
That does not mean people never pushed or punished. It means the social world had room for personhood that was not tied to verbal output.
And that difference matters because it exposes something crucial: modern panic about silence is not inevitable. It is produced.
Silence becomes terrifying when you live in systems that punish what they cannot categorise. Silence becomes dangerous when the state is waiting to label your child as âdifficult,â âdelayed,â âproblematic,â âaggressive,â âspecial needs,â âburden.â Silence becomes shameful when extended family treats disability as moral failure, and treats mothers as guilty by association. Silence becomes urgent when you have absorbed the belief that your child must prove they deserve care.
So when Black families raising autistic children panic about silence, we are not responding to the childâs actual reality. We are responding to the systems watching us. We are responding to surveillance. We are responding to the gaze of schools, clinicians, immigration systems, relatives, and white institutions that hand out resources with one hand while punishing difference with the other.
Under that gaze, parents begin to treat speech as a receipt. Proof the child is âtrying.â Proof the parent is âdoing something.â Proof the family is âhandling it.â The child becomes a document to present to the world.
Precolonial frameworks did not operate under that constant evaluation. The child was not a problem to be solved for external consumption. The child was a person being slowly learned.
That is what we have lost, and that is what we need to recover in diaspora parenting now.
Why Speech Becomes Respectability Politics for Black Parents
Parents chase speech because they are chasing safety. The child experiences that chase as constant correction and micro-erasure. - Lovette Jallow
Many diaspora parents chase speech because they are chasing safety, school access, social acceptance, and immunity from judgment. But the child experiences that chase as constant correction and micro-erasure.
This is the part where I refuse the easy villain story.
Parents are not chasing speech because they are evil. They are often chasing speech because they have been taught that without it their child will be locked out of everything: school placements, support hours, medical credibility, âgoodâ teachers, âsafeâ classrooms. Even basic protection from abuse, because the world treats nonspeaking children as easy targets.
Parents are also chasing speech because diaspora life is already a negotiation with disrespectability.
A Black child is already read as older than they are. A Black child is already read as more dangerous than they are. A Black family is already judged for how loud, how quiet, how emotional, how strict, how lenient, how religious, how secular, how âintegrated,â how âforeign.â
So in that environment, autism does not arrive as a neutral diagnosis. Autism arrives as an additional vulnerability, and speech gets framed as the one thing you can âfixâ quickly enough to protect the family from more harm.
That is why so many of these calls narrow into one demand: make the child speak.
What is being asked is bigger than language. What parents are asking is: âHelp me make my child legible to hostile systems.â
The child becomes the battleground for adult fear.
And the child experiences the daily chase as micro-erasure.
Every attempt to communicate gets corrected into a preferred format. Every gesture gets ignored because it is ânot words.â Every sound gets shaped into something pleasing. Every regulation strategy gets interrupted because it âlooks weird.â Every refusal gets pathologised as defiance. Every silence gets treated like a threat.
So speech becomes less like connection and more like a project. A family project. A respectability project. A project that the child cannot consent to, and cannot escape.
This is also where discipline enters, and why it escalates.
Because once speech is tied to reputation and safety, parents begin to treat ânoncomplianceâ as danger. They begin to treat stimming, refusal, shutdown, and avoidance as character problems, instead of nervous system language. They begin to interpret the child as intentionally withholding, as stubborn, as manipulative, as âtesting them.â
That is how spanking shows up in these stories.
It shows up as frustration, but it is also a colonial inheritanceâthe belief that the body can be trained into acceptability through pain. It is childism dressed up as âraising them right.â It is violence rationalised as love.
And for autistic children, especially nonspeaking autistic children, that logic is catastrophic.
Because you cannot beat safety into a nervous system that is already overwhelmed. You cannot punish a child into communication when the communication barrier is sensory, motor, cognitive, or trauma-linked.
You can, however, teach a child that their body is not theirs. You can teach them that their signals will be ignored until they become convenient. You can teach them that people who claim to love them will still hurt them for being unreadable.
Once speech is treated as the familyâs salvation, intervention easily becomes control.
Why Compliance Training Harms Autistic Children
Compliance-based methods measure success by how less autistic a child appears. That is the comfort of observers, not support. Lovette Jallow
Systems that promise quick results, visible âimprovement,â and obedient behavior can feel like relief to parents being watched. But those systems often measure success by how less-autistic a child appears. That is the comfort of observers, not actual support.
There is a reason compliance-based methods sell so well in Black diaspora communities, even among parents who genuinely love their children and would take a bullet for them.
They sell certainty. They sell a timeline. They sell a before-and-after. They sell a narrative that parents can repeat to teachers, relatives, caseworkers, and elders: âWe are working on it.â
A Black family under pressure often does not have the luxury of slow learning. They are fighting school systems that punish difference. They are fighting healthcare systems that dismiss Black pain. They are fighting relatives who interpret disability through superstition, morality, or humiliation. They are fighting the daily weight of being judged as a âbad parentâ in countries that already treat Black families as suspect.
So when a program shows up and says: do this, get results, fix the behavior, it feels like oxygen.
And when you are gasping, you will grab whatever promises air.
The issue is the metric.
Compliance-based approaches measure progress by external normalcy: Does the child sit still? Does the child make eye contact? Does the child stop flapping? Does the child stop humming? Does the child stop refusing? Does the child stop âacting outâ? Does the child speak on command? Does the child follow directions quickly?
That is a performance standard. It tells parents: if your child looks calmer, your child is safer.
But what often happens is that the child looks calmer because they have learned that their signals will be punished or ignored. They look calmer because they have learned that self-protection must be quiet. They look calmer because they have given up on being understood.
Here is the contradiction I need us all to name:
Black communities already know communication is more than words. We already train children to read the room. We already have a vocabulary of silence, gaze, posture, breath, timing, mouth sounds, and the sharpness of a pause. We already understand indirect instruction. We already understand coded language born from danger.
So why do we suddenly pretend we do not understand a childâs body once the child is autistic?
Because the institution is asking us to make the child legible to whiteness. Because the institution rewards our compliance. Because the institution makes parents responsible for the comfort of outsiders. And because fear creates tunnel vision.
Many parents are not choosing compliance because they value obedience. They are choosing it because they have been forced into triageâtrying to reduce harm from outside forces. And they end up importing harm into the home.
This is the trap that stops many parents from finding alternative methods to ABA as well. The systems that created the pressure become the systems the family turns to for relief, and the child pays in their nervous system.
Corporal Punishment and Autistic Nervous Systems
You cannot beat safety into a Childs nervous system that is already overwhelmed. Punishment creates shutdown, masking, and fear. - Lovette Jallow
Corporal punishment is often defended as love or discipline, but it is a domination practice that teaches children that safety depends on compliance. Autistic children pay a heavier price because their nervous systems process threat differently.
I want to say this without cushioning it. Hitting children is not culture. It is a mechanism.
It is a mechanism for speed. It is a mechanism for power. It is a mechanism for obedience. It is a mechanism that produces immediate visible resultsâthe kind adults can mistake for ârespect.â
Diaspora parents defend it in familiar language: it kept me safe, it made me who I am, it taught me respect, the world is harder than I am, I would rather my child fear me than die outside.
That defense is usually a trauma narrative, and a survival narrative. But survival narratives can still be violent.
The colonial logic underneath corporal punishment is simple: the childâs body belongs to authority. The adult has the right to shape it. Pain is a tool of instruction. Compliance is proof of good character.
That logic travels well because it matches the logic of many colonial schools, churches, and state institutions that disciplined Black bodies through humiliation and punishment, then called it civilisation.
So the punishment reflex does not begin with autism.
Autism just intensifies it, because autism creates behaviors adults cannot control with simple commands. And when adults cannot control something, shame shows up. So the adult escalates. The adult tightens. The adult demands performance. The adult demands obedience. The adult demands speech. The adult demands eye contact. The adult demands gratitude. The adult demands calm.
The autistic child then pays the price in the currency of their nervous system. Because autistic processing often includes differences in sensory integration, motor planning, interoception, and stress response. Threat is not a concept, it is a full-body event. Punishment is not a lesson, it is a nervous system takeover. A child who is already overloaded will not âlearnâ under fear, they will survive under fear.
And survival under fear looks like shutdown. It looks like dissociation. It looks like fawning. It looks like compliance with a hollow center. It looks like quietness that adults misread as improvement.
This is trauma encoding in the nervous system, mistaken by some for progress.
Childism and the Demand for Autistic Performance
Under childism, the child becomes proof of the parentâs competence. Their refusal is treated as disrespect, not communication. - Lovette Jallow
Childism treats children as extensions of adult identity. The goal shifts from relationship to control, and the childâs body becomes a site where adults work out shame, panic, and community expectations.
If you want to understand why speech becomes such an obsession, you have to name the ideology under it.
Childism is the belief that children exist to serve adult needs:
Adult comfort. Adult pride. Adult reputation. Adult belonging. Adult fantasies of a âgood family.â
Under childism, the child is not a person you are getting to know. The child is a project you are managing. The child is a mirror. The child is proof.
So a nonspeaking autistic child becomes more than a child. They become a public relations problem. They become a test of the parentâs competence. They become a symbol of what the community will say. They become a threat to the adultâs sense of control.
That is why the secrecy in these calls is so consistent. That is why the family secret becomes the first violence. The child is already being positioned as a liability before anyone has asked: What does this child understand? What do they want? What do they notice? What scares them? What delights them? What patterns do they hold?
Childism also explains why adults feel entitled to extract performance.
Smile for them. Greet them. Look at them. Hug them. Say thank you. Stop crying. Stop rocking. Stop making noise. Speak.
Under childism, the childâs refusal is not treated as information, it is treated as disrespect.
And for autistic children, refusal is often communication. Refusal is often self-protection. Refusal is often sensory boundary. Refusal is often a nervous system saying: this is too much.
But childism does not hear âtoo much.â It hears âdefiant.â
So it punishes. It coerces. It forces. It trains. It demands. And then it calls that love.
Once you see childism clearly, the demand for speech stops looking like a neutral preference and starts looking like a social order being enforced. - Lovette Jallow
Grief, Social Fear, and Autistic Parental Accountability
The most consistent pattern I hear is grief that is real, paired with a fear that is louder, fear of how the family will interpret the child, fear of being blamed, fear of being seen as weak, cursed, or careless.
In these conversations, grief arrives first, and it deserves to be taken seriously.
Some parents are grieving the version of childhood they were promised: school photos that look ânormal,â family gatherings without commentary, grandparents who brag instead of scrutinise, cousins who include instead of mock. Some are grieving language as a shared ritual, the call-and-response of home, the ease of hearing âMomâ or âDadâ and knowing they are being reached. Some are grieving their own nervous system, because living in vigilance around a childâs needs without real community support is exhausting.
That part is human. It is real.
But then the grief gets recruited. It becomes an argument for urgency. It becomes proof that something must be fixed fast. It becomes the justification for escalation, because the parent cannot sit in the uncertainty without feeling like they are failing.
That is where the fear shows up.
Not the fear of âmy child will never speak,â though that fear exists. The deeper fear is social.
It is fear of elders who will interpret difference as disrespect. It is fear of relatives who will treat the child as a shameful secret. It is fear of a community that has never been kind to disability, especially disability that disrupts hierarchy. It is fear of being blamed for the childâs neurologyâblamed for vaccines, blamed for âtoo much softness,â blamed for âWestern parenting,â blamed for not praying enough, blamed for not hitting enough, blamed for being cursed, blamed for being careless.
It is fear of being read as weak in a world where Black parents often feel forced to perform strength as protection.
That fear becomes louder than the childâs actual language.
So parents chase speech as a shield. They want something they can show others, something that quiets gossip, something that gets teachers off their back, something that makes the child legible to systems that punish ambiguity.
Naming that fear matters, because unspoken fear is what drives force, secrecy, and escalation.
How to Read and Respond to Nonspeaking Autistic Children
Once a parent expands the definition of language, the child stops being a problem to solve and becomes a person to understand.
The turning point in these conversations comes when I ask what the parent already responds to: eye direction, pulling away, humming, repeated sounds, hand leading, tension shifts. And whether they are willing to treat those as communication rather than âbad behavior.â
The reason this question changes the room is because it exposes a contradiction.
Most parents already understand their child. They just do not trust that understanding yet.
They respond to the childâs eye direction even if they do not call it language. They notice the childâs body stiffen before a meltdown. They can tell the difference between âoverstimulatedâ and âplayfulâ without needing a word for it. They already know which hum means excitement, which means distress, which means fatigue. They already know the rituals that calm their child, the songs that settle them, the objects that ground them, the textures that trigger them.
They are fluent in pieces.
But they keep treating those pieces as accidental, as noise, as meaningless behavior, because somewhere they were taught that language only counts if it looks like speech.
So I ask them to slow down and inventory what is already happening.
What does your child do when they want something? What do they do when they do not want something? What do they do when they want closeness? What do they do when closeness is too much? What do they do when they are processing? What do they do right before they escalate? What do they do right after? Where does their body go when they feel safe? Where does it go when they feel watched?
Then I ask the question most families avoid because it requires honesty.
Are you willing to treat these signals as valid? Are you willing to respond to them consistently? Are you willing to stop punishing the only language your child currently trusts?
Because if a child learns that pulling away gets ignored, and crying gets punished, and humming gets shamed, and hand-leading gets blocked, and eye direction gets dismissed, the child learns a brutal lesson: communication is unsafe.
That lesson does not create speech. It creates silence. Once a parent expands the definition of language, the child stops being a problem to solve and becomes a person to understand.
AAC and Two-Way Communication with Nonspeaking Autistic Children
Supporting a nonspeaking autistic child is less about extracting words and more about building a two-way communication environment where the childâs signals are believed, responded to, and given tools to grow.
The shift I want diaspora parents to make is not sentimental. It is structural.
It is the difference between training and relationship.
âMake them speakâ is a one-way demand. It assumes the child is failing at something the adult is entitled to receive. It treats speech as proof of personhood, and everything else as inconvenience.
âBecome fluentâ starts from a different premise.
It accepts that your child already communicates. It accepts that you are the one who needs to learn. It assumes that relationship comes before performance. It asks the adult to do what Black families already do in other contexts: read the room, study the cues, adjust to the person in front of you, recognise meaning without needing it packaged in formal speech.
Becoming fluent means:
Slowing down enough to notice patterns without treating them as defiance.
Responding to communication attempts even when they do not look tidy.
Building predictability so the child can risk more expression.
Removing punishment as a teaching method, because fear cannot be a communication strategy.
Taking seriously that autonomy is part of language. Consent is part of language. Refusal is part of language.
Understanding that tools are not an insult.
This is where AAC belongs in the story: as an extension of human language, not as a last-ditch gadget after adults have exhausted themselves trying to force speech.
AAC sits in the same category as every other bridge humans build when speech is not the right channel. It is a way to honour the fact that language is bigger than mouths. It is a way to give the child more options, not fewer. It is a way to reduce panic in the home, because the child can be heard without being chased.
And it is a way to stop treating the childâs silence as a crisis that must be conquered, and start treating it as a signal that deserves translation, care, and time.
Building Autism-Affirming Community in Black Diaspora Families
Parents often start their conversations with me by asking me how to get the child to speak. But the deeper work is how to build a family culture where disability is not treated as shame, and where a childâs differences do not become a public trial.
This is the part families skip because it exposes the real problem.
A childâs support plan gets discussed in detail. A diagnosis gets researched. Therapies get compared. Progress gets tracked. The child becomes a project, and the adults feel productive.
Meanwhile, the community environment stays untouched.
The aunties who think disability equals bad parenting still have full access to the child. The elders who treat noncompliance as disrespect still control the moral tone of the home. The church people who interpret difference as spiritual failure still get to speak over the family. The cousins who mock still get invited, and everyone calls it âkids being kids.â The neighbours who gossip still get updates, because the parents feel pressured to explain themselves.
That is why so many parents feel frantic. They are parenting their child and defending their reputation at the same time.
And diaspora culture has a particular talent for turning private struggle into public theatre.
A child who covers their ears becomes a story to tell at a gathering. A child who avoids eye contact becomes a debate about manners. A child who stims becomes a punchline. A child who cannot tolerate a loud room becomes âspoiled.â
Then the adults start bargaining with the childâs body in front of an audience.
âSay hi. Look at them. Stop doing that. Be normal. Smile. Speak.â
This is how disability becomes a trial.
The family does not ask: What does my child need to stay regulated? The family asks: How do I stop people from talking?
So the adults chase speech, because speech is seen as proof that the child is socially safe. But what the child actually needs is protection from shame.
That protection is a community task, not a clinic task.
It means being willing to disappoint people. It means telling relatives: we are not discussing this child as entertainment. It means refusing âjokesâ that rely on humiliation. It means ending phone calls when someone starts diagnosing or blaming. It means setting rules for visits, including leaving early without apology.
It means correcting elders respectfully but firmly, because respect does not require surrender.
It means being willing to say: you do not have access to my child if you cannot speak about them with dignity.
For many diaspora parents, this is the hardest part. They have been raised to believe that family is automatic. That elders must be indulged. That community judgement is a fact of life. That the child must adapt to the room.
But a nonspeaking autistic child cannot âadapt to the roomâ the way adults want. The nervous system will not cooperate with reputation management.
So the real question becomes: Will the room adapt to the child?
A family culture that treats disability as shame trains everyone to see the child through that shame.
A family culture that treats disability as human variation trains everyone to learn the child.
That difference changes the entire trajectory of the childâs life, because it changes what the child learns about their own existence.
If the childâs differences are treated like an embarrassment, the child will internalise that embarrassment even without speech. If the childâs differences are treated like information, the child will experience safety as a baseline.
And safety is the condition that makes communication grow.
Without this, the child remains trapped between two pressures: clinical normalisation on one side, family stigma on the other. Neither serves the child. Both serve the adults.
AUTHORâS NOTE
If you are raising a nonspeaking autistic child in the diaspora, your first task is not to fix them into speech. Your first task is to stop treating silence like a failure.
Your child is communicating already, through regulation, repetition, avoidance, proximity, sound, gesture, rhythm, and pattern. You can meet that communication with threat, or you can meet it with curiosity and consistency.
AAC is part of that meeting because it gives language somewhere to land without demanding that the childâs body perform speech to earn respect.
CREDENTIAL & RESEARCH BY LOVETTE JALLOW
I teach and research in precolonial neurodivergence across West African societies including Fulani, Wolof, Sarahule, Akan, and Mandinka archives. I lecture at Autism Organisations globally and train Black educators and parents on communication frameworks that honour both cultural tradition and autistic nervous systems.
This essay is grounded in hundreds of conversations with diaspora families, and in the historical record showing us that nonspeaking children were not treated as crises in precolonial Africaâthey were interpreted, placed in community, and recognised as full humans.
The systems we have now are not inevitable. They are imported. And they can be refused.
Š Lovette Jallow. All rights reserved.This work is protected by copyright and may not be reproduced, republished, excerpted, or used for academic, commercial, or derivative purposes without written permission. This includes institutions, researchers, and media.
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