In Program 2: School Years, we are researching the provision of autism-appropriate educational environments and programs that optimise students’ social, behavioural and academic success, and at the same time equipping teachers to manage complex behaviours. Our work is the first nationwide collaboration to undertake evidence-based, quality research on appropriate education for autistic students. We are producing protocols across all school systems, to support children to succeed at school and beyond.
Where did we come from?
- Social isolation and vulnerability
- Poor academic outcomes limiting post-school opportunities
- Absenteeism and suspension
- Lack of resources and training for educators
- Escalation of mental health issues
Where we are going?
- All classrooms in Australia have best-practice planned and coordinated transitions to benefit all children in the classroom
- All school staff have an understanding of autism
- Evidence-based assessment and behaviour support models are utilised
- The whole school community is autism friendly
- Parents, teachers and allied health professionals work together to collectively support successful outcomes for students on the autism spectrum
Program Director: Professor Suzanne Carrington
Collaborative partnerships in action
Status: Complete
Middle Years Behaviour Support Project (MYBSP)
Status: Complete
Aboriginal and Torres Strait Islander Community Liaison
Status: Complete
Story Time
Status: Complete
Assistive writing - StepWrite
Status: Complete
Education, knowledge and translation project
Status: Complete
Overcoming difficulties in written expression
Status: Complete
Structured teaching
Status: Complete
Emergent literacy for children on the autism spectrum
Status: Complete
Australian educational needs analysis
Status: Complete
Secret Agent Society classroom project
Status: Complete
Autism, anxiety and school functioning
Status: Complete
Robotics social clubs for autistic students
Status: Complete
Early years behaviour support project (EYBSP)
Status: Complete
School connectedness: acceptance, respect and support
Status: Complete
Shared book reading intervention for parents and children
Status: Complete
Predicting optimal literacy outcomes for autistic children
Status: Complete
Encouraging home conversations about the school day
Status: Complete
Transition models of practice for teachers
Status: Complete