For each Competency below, we have listed some helpful resources and readings.
Leaders are committed to and accountable for inclusive education, and proactively provide clear policy advice and direction that outlines the expectation for all staff. Leaders take a school-wide approach to build staff capacity at different levels to monitor and ensure implementation of good practice.
Your setting has a clear vision, which reflects inclusion of all students and identifies diversity as a strength. This vision is shared with the school community.
Inclusion is embedded in all aspects of school life and is supported by policies and everyday practices. Diversity and inclusion are proactively promoted in communications, such as in newsletters and on the school website.
Your school has a current Student Code of Conduct in place, including expectations on any potential use of restrictive practices as a risk management strategy.
Refer to Deparment of Education and School policies regarding restricted practices (see policy links in QsART document)
The views of students, caregivers and family members are actively sought and considered in decision making at all levels.
Your setting has a formal method of recording and sharing information on students with diverse learning needs, including students with a range of disabilities.
Staff proactively and regularly monitor data, including attendance, retention, school disciplinary absence (SDA), A-E reporting and NAPLAN for all students with autism and discuss concerns and achievements with school leaders. This data is used to inform decision-making and whole of school planning.
Leaders promote a culture of ‘data literacy’ and support staff to use these skills to understand, monitor and support the learning and behaviour of all students with autism.
There is a planned and coordinated program of teacher professional development to support staff working with students with autism. Training needs and priorities of staff are reviewed annually and used to inform the training provided. Targeted autism professional learning opportunities, are facilitated by a staff member, or external professional with extensive autism knowledge.