Introduction People would like to live free of medical and psychological disorders; however, they find themselves challenged by diseases and impaired psychological development. The issue that has puzzled medical experts is how to live life free of neurodevelopment disorders. Neurodevelopmental disorders, which are commonly addressed to as the brain or nervous system impairment, or, to be more precise, the processes that “are thought to evolve through processes that alter trajectories in normal brain development” (p. 2013) according to Andrews, Pine, Hobbs, Anderson & Sunderland (2009), affect human social life in certain areas, such as communication, sight, thinking capacity, intellectual development, and behavior. Autism Spectrum Disorders (ASD), Pervasive Developmental Disorders (PDD), or just Autism are the umbrella names given to a range of neurodevelopment disorders; the latter affect children of different race, social class, nationality, and ethnicity. However, boys are at a higher risk of the ASD disorder development than girls are. Statistics have shown that in every five reported cases, four out of five children involved are boys (Preece & Jordan, 2010). Due to a number of complexities that children with the neurodevelopmental disorders have to face when studying, as well as the ones that the grown-ups face in their professional life, the given issue is worth close considerations. Problem Statement The main aims of the research are to use data and information from secondary and primary sources to support that children with ASD have the right for education, and they should be respected as they have the intellectual capacity to understand, learn, and develop their skills. In the given paper, the issue of children autism, the developmental issues that autism triggers and the educational prospects for children with autism are going to be considered. Moreover, the specifics of education of autistic children, the problems arising in the course of education, and the means to solve them are going to be observed. Purpose Statement Providing a general overview of the problem, the given paper will also consider the specific instances of autism. The theoretical material will be supported by the data and information about the condition collected through secondary and primary databases. The research will be of benefit to Individual Education Programs teams (IEPs), parents, teachers, and society to handle education issues of ASD. Hypothesis One of the key hypothesis and the most widespread myth is the idea that children with ASD do not have the capacity to learn. An alternative hypothesis suggests that children with ASD have intellectual the capacity to learn and understand. The given hypothesis can be supported by the following testable hypotheses:   * If parents, teachers, individual education program teams, and society work together, children with autism can learn and develop their skills like typical children.   * Early diagnosis of ASD in children increases the rates of treatment of the autistic children.   * Autistic children have talents and the intellectual capacity to learn, which can be proved by the instances of the so-called autistic savant phenomenon. Literature Review Autism results from disturbed development; according to medical practitioners, autism can be enhanced by a specific wrong treatment received in the early childhood; however, it is worth noting th