For each competency below, we have listed some helpful resources and readings.
Your setting identifies and addresses the barriers to inclusion for each student including both classroom and non-classroom settings. These are identified using data from a range of sources including teacher, parent and student. Plans are regularly monitored and adjusted, as required.
Your setting proactively seeks and listens to the view of the student to find out about preferences, profile and goals. Staff are aware that student preferences may change throughout the year and provide opportunities for review on a regular basis. Views of the student are genuinely considered, and used in the planning of learning supports and activities.
Your setting supports and encourages each student to communicate using their preferred method, which may differ across tasks or settings. Communication supports or devices (including iPads, objects, signing, or symbols) are readily available to students. Alternative communication methods for students in each class are taught to new or less experienced staff.
Your setting develops and implements individualised transition plans, which combine information from the student, their family and staff who know them well. These plans emphasise the role of skill development and progression in the transition. Information is shared with the next setting prior to the start of any transition.
The school prepares each student for vertical transitions in and out of your school (including into employment). A range of supports (e.g. books, videos, websites, visits) are matched as appropriate to the student’s age and ability.
All staff are informed of the range of specialised and/or support services that are available to students, including (but not limited to) health, personal care and therapy services, specialist teachers, note-takers, assistive devices and teacher aides. Staff facilitate the provision of these services through collaborative arrangements between the student, the family and the school.
Your setting uses a collaborative approach in consultation with student, family and other stakeholders to compose an individual profile and/or individual plan for each student. These documents consider each student’s strengths as well as their learning goals.
All staff are aware that each student with autism will have their own unique profile which may include relative strengths in cognitive skills (e.g. verbal or visual processing), subject performance (e.g. performs stronger in specific subjects) or academic/study skills (e.g. detailed focus) as well as relative challenges. Staff use information from the student, their family and others to understand how this cognitive profile may be associated with the student’s learning approach and/or performance.
All staff are aware that students with autism are likely to have more than one diagnosis which impacts their educational experience. These co-occurring diagnoses may include mental health conditions (anxiety, depression) even in younger students. Staff are aware that these conditions may present behaviourally rather than emotionally for students with autism. Staff are informed of how each student’s co-occurring conditions impact upon their learning and/or behaviour and how this may differ in different settings.
All staff are aware that students with autism may have physical health conditions which impact their educational experience, for example, sleep difficulties, epilepsy or gastrointestinal issues. Staff are informed of how each student’s physical health conditions impact upon their learning and/or behaviour.
Behaviour is understood in the context of each student’s autism, learning, and physical health profile. Staff use the principles of positive behaviour for learning (PBL) and functional behaviour analysis (FBA) in order to identify function of behaviour and to plan effective and individualised interventions.