<![CDATA[This research explores communication experiences with individuals with Autism Spectrum Disorder (ASD) through an autoethnographic approach in family and school settings. The study aims to understand how communication and social interactions with individuals with ASD are experienced, interpreted, and understood within everyday contexts. Using an interpretive paradigm and a qualitative autoethnographic method, data were collected through memory work, self-observation, reflexive journaling, field notes, and supporting information from family and school environments. Data were analyzed inductively using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The findings indicate that communication with individuals with ASD cannot be understood solely through verbal messages but also requires attention to nonverbal expressions, behaviors, contextual factors, response patterns, and reciprocal interactions. Experiences with Julio in the family environment demonstrate that communication understanding develops through repeated interactions and continuous adaptation. Observations in the school environment further reveal that simple verbal and nonverbal responses may represent social attention and reciprocal engagement. Viewed through Social Presence Theory, the findings highlight the importance of direct presence, immediate responses, and contextual interpretation in understanding communication with individuals with ASD. This study emphasizes the need to promote greater awareness, empathy, and inclusive communication practices.]]>
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