Email from Autism CRC

Framework addresses key challenge for children and families

A new National Framework for assessing children’s functional strengths and support needs (the Framework) is set to address a key challenge facing many children and families across Australia with the aim of improving children’s health, activities, participation, and wellbeing.

It focuses on professional practice for those working with children aged 0-12 years and their families, irrespective of whether they have a diagnosed condition or may receive a diagnosis in the future.

“Without a consistent approach to assessment, it can be hard to form a holistic picture of a child’s strengths and support needs throughout their day – whether that’s at home, school, or out in the community. Information may be missed, or duplicated, and children and families often need to repeat assessments unnecessarily,” said Professor David Trembath from Griffith University, who has co-led the project with neurodivergent speech pathologist, Amy Fitzpatrick.

The cover of the National Roadmap to improve health and mental health of autistic people

Health and mental health Roadmap released

In March, we welcomed the release of the Department for Health and Aged Care’s National Roadmap to improve health and mental health of autistic people (the Roadmap).

The Roadmap aims to address the breadth of issues faced by autistic people in the Australian healthcare system by outlining the path to improve the physical and mental health of Australia’s autistic population.

The cover of the National Autism Strategy

National Autism Strategy launched

The National Autism Strategy (the Strategy) lays out a framework to build understanding and a safe and inclusive society – one that is supportive of all autistic Australians, providing opportunities to learn, participate and grow throughout their lives.

It was released in January and outlines 22 commitments that aim to address community-identified needs in three key areas of reform: social inclusion; economic inclusion; and, diagnosis, services and supports.

A group of Autistic Identity and Connection participants

Autistic Identity and Connection workshop

Seventeen autistic adults from QLD, SA and WA attended the Sylvia Rodger Academy’s 2025 Autistic Identity and Connection Program three-night residential workshop in March.

Participants engaged in workshop sessions, group discussions and reflections on topics including ableism, autistic camouflaging, and autism and wellbeing. In the evenings, participants had opportunities to socialise and connect with each other.

One Program participant said, “For the first time in my life, I have connected directly and personally with other adults who, like me, are unafraid to publicly identify as autistic. What a relief to finally connect!”

Why we need more autistic leaders in medicine

Sylvia Rodger Academy Governance Program alum, Linda Mayer, calls for more autistic leaders in medicine in a new article featured in InSight+. Linda explains that autistic doctors can provide unique perspectives in leadership roles, but invisible barriers prevent them from reaching the boardroom.

Professor Johnathan Carapetis and Professor Anthony Whitehouse

Congratulations Professor Andrew Whitehouse

Congratulations to Professor Andrew Whitehouse (pictured right) on his appointment to Deputy Director (Research) at The Kids Research Institute Australia (formerly The Telethon Kids Institute). Andrew is Autism CRC’s Research Strategy Director and is internationally recognised for his work with children with neurodevelopmental differences.

Professional woman working with young autistic person

Self-paced online microcredential courses

Take your knowledge of autism assessment and diagnosis to the next level. Enrol today in online microcredentials developed by Autism CRC with The University of Western Australia.

The courses offer flexible, self-paced learning and upon completion you’ll receive 1-2 Professional Development Points, a Certificate of Achievement and a Professional Development Transcript.

Responding constructively to student behaviour

How teachers respond to student behaviour can contribute to a positive, more inclusive learning environment. Clear expectations and constructive responses to behaviour can assist students who have difficulty staying on task, completing work, or regulating themselves in class. Responding in this way also builds rapport and trust between student and teacher.

Framework addresses key challenge for children and families

Health and mental health Roadmap released

National Autism Strategy launched

Autistic Identity and Connection workshop

Why we need more autistic leaders in medicine

Congratulations Professor Andrew Whitehouse

Self-paced online microcredential courses

Responding constructively to student behaviour

The latest published outputs from Autism CRC

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