Unganisha Elimisha
Unganisha Elimisha

As Erick struggled with increasing behavioral and social difficulties without a way to communicate, Mama Grace visited various schools and health programs with him looking for services.  Few to none existed. 

Our Background Story  

From 2012 to 2015, ACT hosted over 15 workshops and seminars that brought together and educated families, teachers, development organizations, government officials, social service providers and even law enforcement officers.  These events functioned as a vital way to establish a network of support, previously non-existent, for the autistic this region.

At the same time, ACT pursued other paths to address the conditions for those with autism and co-occurring conditions. One was to assist fledgling community organizations. ACT was an early supporter of the Gabriella Children’s Rehabilitation Centre, Moshi, providing funds for critical staffing that allowed the Centre to deliver quality care and instruction. ACT also hosted many of its workshops and seminars there, introducing others to the Centre’s innovative services. And in an unprecedented move, ACT facilitated the visit of a U.S. professional to undertake clinical diagnosis at the Centre.

In 2014 ACT reached out to the Pambazuka Special Needs Center in village of Mto wa Mbu, in the Manyara Region of Tanzania.  A workshop and follow-up meetings sought to help the Center organize better community support.

Beyond its seminars, ACT made available ongoing educational support by assembling and distributing a wide array of informative materials for teachers, organizations and families.  Further, a website about intellectual disabilities in both Swahili and English began to serve as a starting point for Tanzanians to better understand this condition.

In 2015, ACT accomplished two major goals:  In April it led community-supported marches in multiple districts to mark World Autism Awareness Day in Northern Tanzania; and in July it became a fully-registered Tanzanian NGO under a new name: Connects Autism Tanzania.  Today autism has a Swahili word in Tanzania - usonji.  The work begun by CA Tanzania in 2010 has taken root.  We now can build on this foundation so that the autistic and those with co-occurring conditions gain equal rights as Tanzanian citizens.

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Erick is the inspiration behind Connects Autism Tanzania. While he was Mama Grace’s initial reason for learning about autism, Mama Grace has made her personal campaign a broader mission to help all who struggle with this and other intellectual abilities in Tanzania.

Our Story

Autism Connects Tanzania (ACT) was created in 2010 to build a basis of support and advocacy for caretakers of children and youth with autism in the Kilimanjaro region. Grace Lyimo teamed up with Kerri Elliott, a special needs teacher from the U.S. and Kerri’s colleague, Jillian Swinford, to organize ACT’s initial activities – a series of workshops and seminars for all segments of the area’s population who either experienced or served those with intellectual disabilities.

Erick Lyimo’s youth was a series of challenges for which there were few explanations or sources of support. His mother, Mama Grace, noticed many development delays when Erick was a toddler and spent countless hours visiting doctors and talking to healthcare professionals, trying to get answers.  Mama Grace was told her son was hyperactive, had child psychosis, and would “grow out of it” one day. Finally, a Tanzanian pediatrician who had trained and worked in the UK told Mama Grace that her son had autism.  

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​​​​​​​​Grace then banded with other parents and local government leaders to fundraise for construction of a special needs unit that would be attached to Patandi Teaching College. She went on to help establish a special needs unit in a government primary school that could service her son and other children with similar disabilities, while pushing for a trained special needs teacher.  Mama Grace’s struggle became even more problematic, however, as Eric matured. By 19 years old, Erick and his peers were still enrolled in the primary school.  These youth had no skills to become independent and were not being challenged academically.  As a result, behavioral issues only worsened.  Still lacking communication skills, they could not express themselves.