Autistic Students and the Use of Figurative Language as a Medium of Expression

This qualitative study challenges deficit-based perspectives on autistic individuals' use of figurative language by examining how two autistic university students engage with and express themselves through figurative language in creative activities. Drawing on neurodiversity frameworks, we conducted a case-oriented study at a public university in Mexico where participants completed visual and written creative tasks involving texts with varying degrees of figurative language. Data were collected through creative activities and semi-structured questionnaires exploring participants' perceptions and preferences. Findings reveal that participants demonstrated comprehension of figurative language and expressed enjoyment of literary devices, while preferring literal language in their own written expression. This preference reflects comfort with familiar communication patterns rather than comprehension deficits. The study contributes to challenging persistent stereotypes about autistic literal-mindedness and advocates for pedagogical approaches that recognize diverse communication styles and provide multiple pathways for creative expression in educational settings.