For each competency below, we have listed some helpful resources and readings.
All classroom and non-classroom tasks or activities are designed to be inclusive for all students. Staff proactively consult students in collaboration with key stakeholders to ensure reasonable adjustments are inclusive and accessible.
Staff are aware that each student may need adjustments and differentiated curriculum content, teaching strategies and learning environments to maximise learning outcomes. Reasonable adjustments are monitored over time to ensure their effectiveness and relevance to the student’s needs and strengths.
Staff are aware of the importance of using evidence-based strategies and of the importance of avoiding strategies identified as ineffective or harmful. Staff have knowledge of, and access to, resources which detail the current evidence-based strategies and interventions for students with autism.
Staff monitor the effectiveness of practices and interventions on student outcomes using reliable data. Data is reviewed by staff and support specialists at least monthly and adjustments, modifications or developments to practices and interventions are made as required.
Staff are aware of the access arrangements and reasonable adjustments for examinations, and collaborate with the student and family members to identify adjustments to demonstrate learning, knowledge and skills in assessments. Staff are aware that students with autism may need additional information and opportunities to practise.
Staff are aware that students with autism may require adjustments or additional support to complete homework, tests or revision. Staff ensure that homework is clearly communicated, that the requirements are written down, and that students know whom and how to ask for help if required.