Submission to the Parliamentary Committee overseeing: Inquiry into services for people with Autism Spectrum Disorder A response to: Education | External submission

Submission No 131

INQUIRY INTO SERVICES FOR PEOPLE WITH AUTISM SPECTRUM DISORDER

Organisation: The Autism Teaching Institute

Date Received: 26 April 2016

Submission S131 Received 26/04/2016 Family and Community Development Committee

The Autism Teaching Institute (ATI)2

Introduction

In putting this submission together I plead guilty to unashamedly, begging borrowing and…utilising the work of others. I have made reasonable attempts to attribute/cite where possible and/or ethical, however, I apologise in advance if I have missed an attribution where one was deserved. To be honest, the proper citation of sources was not my major focus in the construction of this response, as I will explain further.

My choice of form is an avowedly pragmatic and instrumental one, i.e.; that to present the committee with an insight into the unique perspective of the Western Autistic School/Autism Teaching Institute (WAS/ATI), using the quite rich resources available to me, albeit in a time economic/creative/patched together way, is far better than presenting the committee nothing at all. Should this create the perception of a laissez-faire attitude on my behalf, I can assure you that is far from the truth both for myself, and for all staff, contractors and guest lecturers who bring their skills and knowledge to this enterprise. We are without exception, passionate about our work.

The reason is far more banal and commonplace. Due to a significant diminishment of the Institutes funding base, operating has become a bit of a stretch in terms of time and staff availability. We are therefore limited in our choice of when, where and how to engage with policy formation, or any activity extraneous to core business, lest we are forced to close our doors, and even so…

All of our staff put in an extraordinary effort to further our raison detre. They carry out their work in a lean and creative manner to compensate for the current resource poor environment. On this note, I would like to acknowledge and commend the efforts of all of our staff members past and present, but especially those we have had to release back to the school as funding contracted. The ATI is by no means a one man operation, the fact that I am currently the only male on staff notwithstanding.

To roll out a well worn metaphor, why re-invent the wheel? Especially so when this reinvented wheel would in all probability be inferior in quality, and of dubious instrumental value to the committee. As mentioned, this submission is not an academic paper, although I have included some chunks of salient and rigorous academic opinion and findings among other things when I believed it instructive and I truly hope the committee does not find this approach unclear and confusing. At the end I have attached a sample of documents plucked from so many more, to provide a different perspective I guess.

This response is probably best described as a hybrid; an attempt to paint a picture or tell a story using information, opinion and empirical results, drawn from sources accumulated by various people over time. Again, I sought permission where practicable but on occasion have assumed that the re-use of materials created for the ATI is allowable.

The non-academic nature of this submission should come as no surprise because to anyone familiar with our work. I am privileged to work with a group of caring, nurturing, and talented professionals who are transformed into rebels, renegades, provocateurs and zealots when needs must. Further, neither I nor any other of the permanent staff of the ATI is employed as academic or researcher in a formal sense, and yet we work in the higher education space. Indeed this is one of the difficulties we have historically had to, and do currently, face. Namely, in explaining what we are and do, and justifying our continued existence, as an entity. This need to describe, justify and/or define the

organisation/enterprise/project/entity at various points in time as we have evolved has not been all bad mind you.

It many ways it has been healthy, enervating and clarifying for us as an organization to have been encouraged to reflect upon our evolution and practice. It has though, undoubtedly had some negative repercussions on _ our _ functioning, with respect to poor retention of staff/knowledge/expertise, particularly when funding allocation has reflected this uncertainty. It needs hardly be said that when roles must be cut people are affected and not just those who lose their positions, because the staff remaining also experience anxiety in the face uncertainty about, not only their jobs but, the future of something in which they passionately believe, namely working to improve outcomes for students with an ASD.

Those on the outside looking in as it were, seem to struggle with, where to place, or how to conceive of the Institute. You might say that the ATI is unique, somewhat amorphous and a hybrid, engaged in continuously re-inventing itself, then being patched back together, drawing expert knowledge from eclectic sources to ascertain and disseminate current international best practice. If that seems logically fuzzy and more than a little confusing then I believe I have done my job describing both the shape and Modus Operandi of the ATI.

In a serendipitous occurrence this is allegorically reflected quite elegantly by the form of this submission, although this was certainly not a conscious decision. The on-going staff of the ATI are all teachers employed by Western Autistic School and ultimately DET, working for an RTO, which is in essence is no more or less than a department of the school proper {legal status: Trading Name of WAS}, engaged in delivering, a post graduate course and other quasi-commercial educational and consultancy services, state and sector wide.

When we enthusiastically began this enterprise in 2006, with two point something staff, and not a clue about what we were letting ourselves in for, I truly believe that it was our naivety that caused us to attempt it, saved us from panic and helped us not to give up hope along the way. Well, that and a fierce determination and passionate belief on behalf of the original Director (Mary Thomson) that you couldn’t help but be drawn along with, even against your better judgment at times. (The course had been constructed the year before via the blood, sweat and tears of our current Principal and CEO Mary Thomson, and was informed by a committee of eminent persons)

As an entity interested in effecting real change in the education system, we employ a ‘best practice-evidence based’ paradigm as the basis for all of our training offerings, both in content and conduct. We therefore have to fulfill duel responsibilities in modeling best practice teaching pedagogy i.e. in teaching students with an ASD and in Adult Higher Education. In line with research and our own collective experience, we prefer to offer training with duration as this has greater potential to change practice (Weiss et. al, 2004). However we acknowledge the reality of various need, large workforce quantum and limited time available for PD and so do conduct 1 day seminars and shorter sessions for interested organisations and groups of individuals, research suggests that this type of activity, if delivered well can be effective as a conduit for knowledge transmission and increased awareness (Joyce & Showers, 2002)

In other words, while our growth could be described as organic and at times necessarily Ad Hoc, we have not evolved in an entirely unconscious or accidental fashion. We keep ourselves informed via DET/Ministerial policy documents etc., and explore the growing evidence base, as time permits.

For instance, it was a purposeful choice, following the research, to concentrate our efforts on providing small/quality/deep, as opposed to large/surface/shallow, interventions. “…one stop workshops with little follow up, are fragmented rather than coherent, and are not connected to the content students are expected to master (Parsad et al., 2001; Cohen & Ball, 1999; Porter et al., 2000). Consequently, they have little impact on teaching and learning (Parsad et al., 2001). But when workshops are built into a long-term professional development plan with follow-up time regularly scheduled for discussion and reflection…they can have an impact on both teacher practice

and student achievement.” (Loucks-Horsley et al., 2009)

Not surprisingly, we at the ATI keenly observe “the education system”, in as much as that is meaningful descriptor of a homogenous phenomenon. We have been excited by the changes that we witnessed over the 10 years of our operation, which is attested to in some small way by a general recognition that the ATI has ‘lifted the bar’, in response the prior knowledge participants now bring to our courses and seminars. This may be a small sample size anecdote, but it is motivating nonetheless. It is exiting to witness a positive change in teacher, knowledge, motivation for up-skilling, and overall in the increased confidence of your fellow professionals and profession in general. To employ the quotidian, ours is an empowerment model.

These initiatives have been driven largely through various support packages administered by DET. ATI has been a recipient of this funding in the past, moreover, without which funding, the ATI could not have survived to this point and we are duly grateful. A competitive funding system has its benefits but is in no way a guarantee of quality. It is the nature of project-based funding to expand and contract and favours larger entities more able to weather the stormy seas. I would argue that reliance on only this type of funding is inconsistent with up-skilling on a system-wide scale as it tends to militate against a secure growth environment for providers, with deleterious consequences on retention of expertise and critical mass building. I would further argue that a mix of funding models i.e. a model whereby wages costs were covered for critical roles within a govt. owned service provider such as the ATI, allowing such providers to think reflect and formulate as well as compete.

More salient to the committee perhaps, is the acknowledgement that, over the ten plus year journey to the here and now; many ATI ‘assessor’ and ‘student’ teachers have experienced what might be described as a revitalization of belief in their vocational choices. As teachers gain confidence in their own skills by either, modeling exemplary Praxis or, up-skilling same, they are likely also engaging in meta-learning; that is learning beyond their specialist area, a deep knowledge reflecting engagement with complex, challenging concepts and a_ resultant understanding of not only pedagogy but the socio-economic and cultural etc. elements that come in to play in teaching and learning. If teachers are demoralized upon entry, no effort is spared to show them that, to the contrary they are valuable professionals who can make a difference, and that the noble profession of teaching is of vital importance to the very future of society come Gradation.

This is no idle whimsy on our part. We witness it happening and it is confirmed by those being observed. It represents a learning experience for the ATI and a positive yet unforeseen by-product of the collegial tone we encourage in our courses. This is also a faith and belief in our professional colleagues which is both foundational, and a necessary condition of successful post-graduate, professional development and we make a point of promoting this view widely and often. We believe that this is a necessary message of critical importance for teachers to hear in the face of

generally devaluing statements about the teaching profession, which seem to have, most unfortunately, become somehow ingrained into the zeitgeist.

I must clarify that some of what follows is personal opinion and does not necessarily represent the position of either the school or Institute. As this is an eleventh hour construction, forged under pressure, there was little time to have it proofed officially and I take responsibility for any error in fact or spurious claim that may be contained herein. That being said we are as one on many issues facing students and families touched by ASD and so this is not in any way all my opinion or work.

As for myself, I have been involved in various educational sectors including Corporate Training, Higher Ed, VET, Special Ed, Mainstream and Homeless/Justice system involved students for well over 20 years and bring that perspective to this submission. I have included the perspective/voice of many of our staff (deliberately unattributed and almost by cognitive osmosis at times) who, it must be said, are in the privileged position of being invited into schools from the State, Catholic and Independent systems to work alongside their colleagues and witness classroom practice ‘warts and all’. This obviously carries with it the obligation of reasonable confidentiality and as such is integral to building trust and confidence; however this knowledge and perspective is instructive, rare and undoubtedly valuable, in terms of offering insight into the current state of educational practice throughout the State of Victoria, so I’d be a fool to leave it out.

Further, while cognisant that I run the risk of this submission being perceived as somehow self-interested/serving, I would ask you to accept my assurances that all those individuals who choose to contribute to the project that is the Autism Teaching Institute, are passionate believers in our ongoing mission of creating systemic change for the betterment of students with an ASD and their families. As mentioned previously, we hold our heads high in terms of the quality of outcomes produced from a base of, limited resources, even less experience/knowledge and a determination to make a difference.

With reference to the shape and meaning I wish to create, I propose to firstly highlight the still unattended deficits in the current educational paradigm and to then present a model of good practice in teacher training and collegiate as a way forward. While debate about inclusion or not etc. continues there is as surely a rich vein of research, intervention exemplars, policies and approaches that point the way to effective educational practice for students with an ASD, some of which may well be generalised to the wider system and applied to all students within it. In particular I will highlight the Model of teacher training created and enacted by the ATI as one that has gained traction over time and, anecdotally at least, a model that has helped improved student outcomes and even allegedly influenced whole school culture.

To cut to the chase, it is quite arguable that the numbers, with regard to the question of how to improve outcomes for students ‘on the spectrum’ are in, and it is now time to action those findings, at least in the sense of having a clear idea of need, change and approach/es. We can establish the need and deficits within the system, we have a general idea of the sorts of accommodations to be provided and we can identify where practice, school culture and pedagogy could and should change.

In addition early up-takers in this field have gathered a bank of experiential evidence along the way, and this represents available knowledge to tap and valuable insight to consider, and at local level. ASD is conceived of and measured as a spectrum condition and we can therefore roughly

predict where students with different IQ profiles will likely be placed in the current order of things. This is not to justify or condemn settings or educational paradigms but merely to observe that which is. Given this knowledge, it is possible to proceed to improve conditions in all settings without prejudice. We also have access to a small, experientially rigorous and rapidly growing evidence base informing us as to how student outcomes might be improved in these various settings. That is in general terms, by enhancing teacher knowledge, modeling effective practice and building in, what is commonly referred to as inclusion or inclusive practice in curricula, culture and pedagogy, before the fact as opposed to the current reactive approach.

The ATI as an entity has strived and sweated over the last 10+ years to improve the experience and outcomes for students with an ASD via educating the educators and while ours is most certainly not the only or even the largest contribution to the change we have witnessed, I believe we may lay claim to providing an uncommon depth of understanding to the system via the graduates of our courses and seminars and this should not be underestimated. While we have not provided the unfortunately named and often surface dwelling “bang for your buck” that passes for change in this age of instant results, gratification, KPI fulfillment, and a 24 hour news cycle, we believe that we have laid solid foundations and introduced viral expertise into the system. We remain optimistic that in this case, the trickle down or trickle around effect may have actually occurred and will build.

In conclusion I believe that the opportunity presented by the formation of this committee and its scope of inquiry holds the seed of great potential, namely the potential to create the proper conditions for change and growth, not just of material resources or pedagogical approach, but of attitude and thinking. For me, this is the most profound outcome or goal to strive for in any socio-economic realm in which government can properly exert its influence. The establishment of the committee/inquiry is welcome, timely and an opportunity not to be missed. It presents providers, stakeholders and the committee with the reflective space to analyse and evaluate, the current state of play, the effectiveness of past approaches and in so doing determine a rational path forward.

THANK YOU FOR YOUR TIME AND ATTENTION

STEPHEN AHERN (Director)

WHAT DO WE KNOW?

“Cultures do not change by mandate; they change by the specific displacement of existing norms, structures and processes by others; the

process of cultural change depends fundamentally on modelling the new values and behaviour that you expect to displace the existing ones.” Elmore (2004)

“All children in Australia have the right to an inclusive education. However, there are many barriers to the realisation of this right in the lived experience of children and families. Current efforts towards upholding the rights of all children are impeded by a lack of understanding of inclusive education and misappropriation of the term. Additional barriers include negative and discriminatory attitudes and practices, lack of support to facilitate inclusive education, and inadequate education and professional development for teachers and other professionals.” (Cogolan, 2012)

Following Australia’s ratification of the CRPD in 2008, and the development of the NDS in 2011, a review of the Disability Standards for Education was undertaken in 2012. In the opinion of the author the review identified many issues currently resulting in violations of the right to an inclusive education. Serious concerns were raised regarding inadequate education and professional development for teachers and specialist support staff, lack of funding and limited support from education authorities…(This contradicts the stated intention that)…accommodations will be made and support will be provided to “facilitate effective education…consistent with the goal of full inclusion” (CRPD, Article 24).

From: Cologon, K. (2013). Inclusion in education: towards equality for students with disability.

WHAT HAS HAPPENED?

Victoria: DET has started the process with initiatives such as “Students with disabilities” There exist/have been a wide range of supports for students with a disability including the:

Special Need Plan for Victorian Schools
Program for Students with Disabilities, and supplementary programs that support students with specific needs
Victorian Deaf Education Institute
Abilities Based Learning and Education Support.
Autism Teaching Institute
Managing Extreme Behaviours of Students with a Disability

The Department offers/have offered a professional learning program for school leadership teams, teachers and education support officers working with students displaying extreme and challenging behaviour associated with a disability.

School-wide Positive Behaviour Support

SW-PBS focuses on the analysis of data and the implementation of evidence based practices with the aim of creating a positive school climate

Student Engagement and Inclusion Guidance

Advice, resources and strategies for schools on student engagement , promoting positive behavior and suspension and expulsion procedures

WHY DO TEACHERS NEED MORE TRAINING? AREN’T THEY ALREADY TRAINED?

According to the Department of Employments’ latest published information on special education teachers in the state of Victoria “difficulties existed in attracting staff to regional areas and the outer fringe suburbs of Melbourne, where the greatest suburban growth is occurring.”(DOE, 2014). Moreover, research suggests that policies of inclusion and concomitant legislation have and will increase the demand for specialist teachers of this kind in mainstream schools creating further market demand especially as students with HFA appear in increasing numbers as a result of aforementioned policy and legislation. (Sharma, Forlin, Loreman, & Earle, 2006; Van Laarhoven, Munk, Lynch, Bosma, & Rouse, 2007).

The Victorian Deparment of Education and Training (DET) came to a similar conclusion and recommended “continuing professional learning and research opportunities…delivery of…teacher education with a school-based focus…”(DEECD, 2014) to cover the skills gap

From ATI/DEAKIN UNIVERSITY EOI Doc. Ahern, Stokes, 2014

HOW MUCH TRAINING HAS TO OCCUR? (DOES THE ATI HAVE A VIABLE CLAIM TO CONTINUENCE?)

1. Staff expertise

Over the ten years of its operation the ATI has leveraged off and professionally developed a pool of staff from WAS who are expert practitioners in teaching students with an ASD. It has also developed expertise in delivering adult education and the VET system.

Acting Director: after graduating with a B Ed (secondary) and Post Graduate Diploma (Adult Ed), I was employed by a private RTO for 10 years (1992-2002) I started as a consulting Trainer/Assessor then becoming Operations Manager for Victoria and Tasmania and ultimately filled the role of National Business Development Manager. During this time I was actively involved in the national expansion and significant growth of this small start up and in my executive management roles was required to report to a board of directors consisting of CEO’s and owners of large manufacturing enterprises. Over the last ten years I have studied, taught and lectured in the field of Autism and helped build the ATI.

2. There is a continuing need for Victorian teachers to have the expertise to provide a high quality learning experience for students with an ASD, due to the growing number of students with an ASD.

The number of Victorian students being diagnosed with an Autism Spectrum Disorder (ASD) continues to grow. This is reflected in the growing number of Victorian students receiving Program for Students with Disabilities (PSD) funding for an Autism Spectrum Disorder, growing with a Compound Annual Growth Rate (CAGR) of 18%. Of these students, approximately 70% are in

mainstream schools. Therefore, there is a growing imperative for Victorian teachers to have the expertise to provide a high quality learning experience for students with an ASD.

3. The ATI is the only Registered Training Organisation (RTO) delivering accredited ASD training courses to qualified teachers.

The Autism Teaching Institute (ATI) has trained over 430 teachers through its Vocational Graduate Certificates and Diplomas since its inception in 2006. It is the only Registered Training Organisation (RTO) delivering accredited ASD training courses to qualified teachers. Participants are provided with the opportunity to undertake a practicum through the Western Autistic School (WAS), ensuring they receive practical training in a safe learning environment. The ATI have an existing state-wide network of partner schools, supervising teachers and qualified trainer assessors. The ATI’s Practical Research Autism Centre (PRAC) supports the ATI through its research, ensuring that the ATI’s courses are always cutting edge and delivering training on best practice methodologies and techniques.

Why focus on autism? Isn’t disability specific thinking passé?

Teaching students with ASD is often counter intuitive and require specialist knowledge’

In my personal experience, working with adolescents with ASD who attend a mainstream setting, many if not most of these students have been teased, bullied, made to feel “stupid, retarded, excluded, naughty” etc., and as a result have increased anxiety and co-morbid issues such as depression. The results of this treatment include suicidal ideation, self harming behaviours, school refusal, criminality, substance abuse etc. Every person with an ASD is foremost an individual. ASD does not have a particular “look” or even “behaviour” so in the absence of knowledge, labels and judgments flow freely. Further, the scaffolding, strategies, differentiation of curricular, employed to mitigate some of the ‘core impairments’ of ASD, work well for other students who struggle in a school setting.

Research suggests that teacher training is pivotal to the success or failure of inclusion, but there is evidence that existing teacher training does not provide adequate preparation to equip graduates to enact inclusion 2. Since its inception the ATI has trained over 400 teachers and 2000 teachers’ aides, averaging a 95% student and employer satisfaction rate 3 for the evaluations for its Post Graduate courses, and has consistently achieved very high student/participant satisfaction ratings for our other training

The ATI seeks to improve outcomes for students with an Autism Spectrum Disorder (ASD) and address some of the challenges put to the education system by the introduction of the Disability Education Standards, the Australian Professional Standards for Teachers and other policies supporting inclusion. Over the ten years of its operation the ATI has professionally developed and leveraged off a growing pool of staff from WAS and schools state-wide including Alumni, whom are expert practitioners in teaching students with an ASD and developed expertise in delivering adult education.

mainstream schools. Therefore, there is a growing imperative for Victorian teachers to have the expertise to provide a high quality learning experience for students with an ASD.

WHY A VET COURSE?

VET providers also have the capacity to deliver more student-focused and applied pedagogies, which may better suit the learning styles and more practical job interests of these students.

These providers seek to complement rather than compete with major universities. For example, they often choose to deliver in the niche areas where they already have existing strengths NCVER VET providers are in a good position to develop higher education qualifications that meet industry needs. Through their current VET offerings, providers have already established relationships with industry which they can build upon when developing their higher education capability. Involving industry from the conceptual stage through to implementation is vital in developing the applied professional-level qualifications that will best meet the needs of potential graduates.

Best practice includes involving industry experts in the development of the business plan and in the design and delivery of higher education courses, as well as providing placements and industry projects for students once the degrees are in place.

In addition to their advantage in leveraging off existing industry relationships, VET providers can build upon existing capabilities in areas that create further points of difference to traditional higher education providers. These include:

designing more flexible delivery and a wider range of assessment options
establishing effective articulation and credit transfer arrangements
emphasising the immediate industry relevance of their degrees through the use of industry experts in the planning and delivery of courses, such as extensive use of student placements and collaborative projects with industry, and employment services that place graduates in local businesses
smaller classes
easy access to lecturers
extra tutorial support
literacy, numeracy and computer skills support programs
individual learning plans for at-risk students
an applied orientation in the degree course

THE MODEL

WHY?

Why was a vocational education model adopted? Surely post-graduate studies belong in a university. What is best practice in teaching and education? Isn’t it subjective?

Doesn’t it change for different subjects?

Are there Meta generalities that apply?

To answer these questions we need to ask a further fundamental questions, such as ‘Why do we teach?’, ‘What is teaching about?’, ‘What is the optimal relationship between teaching and learning?’ etc. We need to travel back in history a little way and see what ideas underpin teaching as a profession and as a vocation.

Praxis and Phronesis

These terms were part of the vocabulary of the ancient Greek philosophers and used by Aristotle to describe practical wisdom (phronesis) and thoughtful, practical doing (praxis). They were used within a broader vocabulary to describe various elements of learning and knowledge.

— Calvin O. Schrag

“ So, I tried to do a kind of semantic clarification in which praxis — if not on the thither side of this divide—was perhaps somehow between the theoretical and the practical as they are generally understood, and particularly as they are understood in modern philosophy. Praxis as the manner in which we are engaged in the world and with others has its own insight or understanding prior to any explicit formulation of that understanding…Of course, it must be understood that praxis, as I understand it, is always entwined with communication.

— Calvin O. Schrag

“In ancient-Greek consciousness a valuable activity was that which was undertaken for its own sake and therefore without concern for the amount of time employed in its performance; whereas an action taken as a means to an end was regarded as immoral. In modern society, on the other hand, utilitarian values tend to make it almost incomprehensible that something should be done for its own sake: every human action is evaluated by its result, and when the focus is on the result the criteria of efficiency and utility are obviously relevant. The Greeks valued praxis more than poesis, whereas our culture values poesis and techne more than praxis. The understanding of Aristotle’s concept of praxis is useful therefore not only in order to understand ancient-Greek culture, but also to understand better our own presuppositions.”( Balaban, O. 1990).

“Johann Friedrich Herbart (4 May 1776 — 14 August 1841) was a German philosopher, psychologist and founder of pedagogy as an academic discipline. Herbart’s pedagogy emphasised the connection between individual development and the resulting societal contribution. In Platonic tradition, Herbart espoused that only by becoming productive citizens could people fulfill their true purpose: The five key ideas which composed his concept of individual maturation were Inner Freedom, Perfection, Benevolence, Justice and Equity or Recompense.”

From: Wikipedia, the free encyclopedia

When asked, ‘Where did you learn how to teach?” 9 out of 10 teachers may allegedly say something like:

‘Oh, on the job absolutely.’
‘We all learn the same way, the kids teach us.’
‘| didn’t learn how to teach at university, | learnt that in the classroom.’
‘Western suburbs Secondary College, Friday afternoon, Yr. 9, History, Rocky and Hose, Nuff said!’

“The right to an inclusive education is articulated in both the Convention on the Rights of the Child (CRC)i and the Convention on the Rights of Persons with a Disability (CRPD)ii. the National Disability Strategyiii, the Australian Curriculum, the Australian Professional Standards for Teachers, the National Quality Framework and the Early Years Learning Framework for Australia. Children who experience disability continue to be denied equal access to inclusive education from early childhood through to adulthood, the requirements of these conventions are not being upheld. The Disability Standards for Education 2005 outline legal obligations for education under Australia’s national Disability Discrimination Act 1992 (DDA). These legal obligations include ensuring the right of every child who experiences disability to education on the same basis as any child not labelled disabled.

From: Cologon, K. (2013). Inclusion in education: towards equality for students with disability.

WHAT DOES THE ATI DO THAT IS DIFERENT?

We seek to support the process of systematic change and capacity building for inclusion, to improve outcomes for students with an Autism Spectrum Disorder (ASD).
We are a Registered Training Organisation (RTO) operating in the Vocational Education and Training (VET) sector.

Our Mission - Autism Teaching Institute

Our aim is to help provide the highest quality education for all students with ASD. We do this through:

generating and disseminating knowledge about pedagogy, and
provision of state-of-the-art training courses for teachers of students with ASD, Education Support staff and other professionals.

HOW?

Our approach centres on changing the practice of education professionals by focussing on the evidence base, providing in situ mentoring and empowering them to share their knowledge; holding strongly to the notion that teaching is predominantly learnt in the classroom and enhanced and deepened by collegial interaction.

NCVER has commissioned two projects investigating teaching and learning initiatives. The first, by Yvonne Hillier, Professor of Education at the University of Brighton’s Education Research Centre in the United Kingdom, has an international focus. The second, by Jane Figgis, looks at the Australian context.

Both reports reveal the importance of the practitioners’ role in improving teaching methods, but they need support from their colleagues.

“Improvements to teaching and learning practice usually start with practitioners’ unease about whether they are actually producing the outcomes they would like to see,” says Figgis.

“Discussing their concerns with colleagues and observing their day-to-day practice enables them to challenge their assumptions and explore new ways of doing things,” she says.

FROM:

Innovation in teaching and learning in vocational education and training: International perspectives

Regenerating the Australian landscape of professional VET practice: Practitioner-driven changes to teaching and learning

Novice to Expert Progression- Teachers of students with ASD

Novice	Skilled early practitioner	Expert (eg, graduate from ATI??)
Performance level 1 Demonstrate the self directed development and achievement of specialised areas of knowledge and skills building on previous teaching experience	Performance level 2 Demonstrate a command of wide ranging specialised technical, creative or conceptual skills in complex teaching contexts	Performance level 3 Demonstrate an expert command of wide ranging highly specialised technical, creative or conceptual skills in complex and highly varied teaching contexts
Recognises characteristics of ASD/Core impairments in students	Identifies strengths and weaknesses associated with	Flexible and effective use of the range of validated best practice intervention

in classroom	the spectrum of autistic disorders and applies a range of validated teaching options relevant to to individual students needs.	in multiple approaches carefully matched to individual students.
Beginning to apply diagnostic teaching cycle to interpret autistic learning and behaviour Structuring autism friendly environments Exploring personal challenges	Familiar with theory and research about best practices Develops individualized learning plans for individual students and trouble shoots problems Thinking about a range of	Intuits situations based on deep tacit understanding- no longer need for rules, guidelines Works in multi disciplinary framework Reflective practitioner (Schon, 1983)
Knowledge of how autistic students learn and behave in learning contexts and applies their knowledge, skills in a range of familiar situations. Indentifies core theories, methods, strategies, Instructional practices Conscious and deliberate Applies diagnostic teaching Demonstrates a range of validated teaching options	individual students with ASDs Strategic decision maker re ASD planning education Reflecting on situations and turning thinking into action- thinking is informing practice competency shown in the decision the teacher makes Dreyfus Model 1986	Strategic decision maker re ASD education -knowledge bases all present as an amalgam( Turner-Bisset 2001) -Pedagogical-Content knowledge to help others understand it (Shulman 1986), -described by competencies (see table)
Reflecting on situations and turning thinking into action- thinking is informing practice competency shown in the decision the teacher makes Dreyfus Model 1986 Application of theory in rule governed way Shown how to do it – “do as I do” Limited situational perception Developing high frequency action memory sequences to show competencies Decision making- adherence to rules or plans Implements procedures correctly with supervision	Sees actions at least partially in terms of longer term goals Practical reasoning about what aught to be done	Fullest Action memory Teaching as an art form- combines theory with practice in a creative, perceptive and intuitive way. Timing, tempo artistry Appropriate instructional modification in rate, intensity, consistency (Kauffman&Hallahan 2005)
Practical reasoning about what aught to be done	HOW TRAINING FITS IN
Theory presented in specific topic areas in lectures/seminars/ workshops Observation of theory, skill, strategy in ASD specific classrooms Thinking about application of	Broadening of theoretical knowledge base through self directed major project and literature review Professional dialogue with Assessor/colleagues Implementing	Professional dialogue Maps perceptions/experiences into practice in memory action sequences Explores and refines perceptions through analysis and reflection Advises others on teaching students with ASD

| theory to own students in base school
Exploration of theory, skill, strategy through active involvement and professional dialogue with expert coach/peer with feedback and coaching/mentoring on demonstrated practice
Reflection on practice through structured focus questions and written tasks (Joyce and Showers 1980) | Diagnostic process
Devising action plans
Trialing and evaluating strategies
Refection on consequences
Mapping perceptions/experiences into practice in memory action sequences | Acts as autism contact in own workplace
Seeks ongoing network of collegiate support and professional dialogue | | Two year training program | | |

AN ITERATIVE CYCLE OF THEORY INFORMING PRACTICE

30 days supervised practicum spread over 2years
The practicum goes beyond the ASD specific setting to the teachers own base school classroom in the second year of training. The learning is applied to other contexts.
15 extra days of Professional practice related to autism is required for teachers working in regular schools

Mary Thomson 2011 Doctor of Education

Nisation

“The regional Autism teacher coach and school principals also observed that the training through the Autism Teaching Institute had a sustained impact.

This was especially the case with schools where teachers completed the full graduate diploma course. The mainstream and special schools reported a flow-on effect to staff who had not undertaken the course and all schools involved considered the investment of time and resources for this training to be highly effective and influential in improving their approach.”

Evaluation Case Study

Supporting students with Autism: Building systemic and school capacity Australian Government Department of Education and Training

MSSD 2012-2014

The Autism Teaching Institute is a highly respected provider of autism-specific training courses for educators and associated Para-professionals. The ATI was initiated by Western Autistic School in partnership with the then DEECD to deliver nationally accredited autism-specific training courses for teachers at the Vocational Graduate Diploma level and was duly accredited as a Registered Training Organisation (RTO) in 2005. The ATI offers a Postgraduate Diploma in Teaching Students with Autism in the Vocational Education and Training (VET) sector, workshop style P.D.s for all school staff, a school consultancy service and an array of other inclusion support services to the education system. The full Diploma is staffed by eminent domestic and international academics sourced from major universities (see appendix 1) and highly experienced teachers of students with ASD, and is granted the status of a Special Education qualification by the Victorian Institute of Teaching (VIT).

On the last available figures the ATI a averaged a yearly 95% + student and employer satisfaction rate on the Victorian Registration and Qualifications Authority (VRQA) evaluations for its post graduate courses, and has consistently achieved very high student satisfaction ratings for its DEECD funded ESS training. The ATI was invited to, and was successful in its application for membership of the DEECD (now DET) Professional Learning Provider Panel in 2010. We were asked to meet with consultants engaged by DET, ‘to evaluate a range of professional development opportunities offered to Education Support staff’ and to discuss ‘how the strengths of our training could be applied to other areas’.

In 2010, the ATI established the Practical Research Autism Center (PRAC); (see Apendix 2) its Research and Development arm to help ensure current research informs ATI theory and practice. The PRAC Advisory Board fulfils the requirement that an Academic Board advises the RTO and School Council on policy, quality standards and current research on exemplary practice.

In 2015 the ATI opened its offerings to the Catholic and Independent systems for the first time. The CEM undertook to run a small cohort tof teachers hrough our Certificate year and ‘measure the outcomes against their previous long term provider’, an eminent University. They recently reported that the teachers involved rated the course very highly, and importantly reported that they had changed classroom practice as a result. Another, larger cohort is planned for 2016.

The ATI /PRAC in partnership with Deakin University have contributed to research and policy including brokering international research projects and have, albeit in a small way, participated in and supported the process of systematic change to public education in Victoria. In focussing on

evidence based practice and in situ mentoring, the ATI have attempted to improve outcomes for students with an Autism Spectrum Disorder (ASD) and address some of the challenges put to the education system by the introduction of the Disability Education Standards, the Australian Professional Standards for Teachers and other policies supporting inclusion. We hope to add value to ‘The Education State’ and fully support this fantastic and ambitious initiative.

The ATI have contributed to research and policy including brokering international research projects and have, albeit in a small way, participated in and supported the process of systematic change to public education in Victoria. In focussing on evidence based practice and in situ mentoring, the ATI have attempted to improve outcomes for students with an Autism Spectrum Disorder (ASD) and address some of the challenges put to the education system by the introduction of the Disability Education Standards, the Australian Professional Standards for Teachers and other policies supporting inclusion. {Mercilessly plundered from Thomson, Ahern, and others ATI. 2014/15/16}

Western Autistic School/Autism Teaching Institute staff present facets of the school/Institute programs at state, national and International conferences. We presented 5 papers at the World Autism Congress in Melbourne in 2002, two papers at the Autism World Congress in Cape Town in 2006, 2 presentations at the APAC Asia Pacific Autism Conference in Sydney in 2009, a paper at the World Autism conference in Mexico in 2010 , 2 presentations at the APAC Asia Pacific Autism Conference in Perth 2011 and 2 papers at APAC 2015 in Brisbane.

International Seminars sponsored by the ATI

Professor Gary Mesibov (USA) | Brenda Smith Myles (USA) | Professor Rita Jordan (UK) | Dr Connie Kasari (USA)

79% increase in people diagnosed with ASD between 2009-2012*

70% of PSD funded students with ASD are in mainstream schools*

Program for Students with Disabilities (PSD) funding for an Austism Spectrum Disorder (ASD) is growing with a compound annual Growth Rate of 18%.

95% of students with ASD experience restrictions at school. Are you ready?

You Will Be!

Our Graduate Certificate in Teaching Students with ASD provides teachers with the specialist knowledge and skills to enable them to develop and implement effective ways of teaching students with ASD.

Our accredited training is tax deduc table and payment plans are available.

We are now taking enrolments for 2016

Getintouch , 03 9372 3647 S www.autismteachinginstitute.org.au § admin@autismteachinginstitute.org.au

ATI Expert Lecturers

Professor Nicole Rinehart,

School of Psychology & Psychiatry, Monash University, and Consulting Clinical Psychologist, Melbourne Children’s Clinic, Camberwell.

Associate Professor Mark Stokes,

School of Psychology, Deakin University

Karen Underwood,

Department of Education and Early Childhood Development, ACARA

Meredith Ward,

Parent and family advocacy and systemic policy advocacy.

Brenda Smith Myles Ph.D.,

Consultant with the Ziggurat Group, recipient of the Autism Society of America’s Outstanding Professional Award a Princeton Fellowship Award.

Dr Janine Manjiviona,

Clinical Psychologist

Gloria Staios,

Spectrum Speech Pathology Services

Christine Kendall,

Spectrum Speech Pathology Services

Hilarie Kohn,

Senior Occupational Therapist/Academic, La Trobe University

Ruth Connor,

Senior Occupational Therapist, Western Autistic School

Dr Vicki Bitsika, Director of the Centre for Autism Spectrum Disorders, Bond University, Queensland.

Margaret Coady Centre for Applied Philosophy and Public Ethics Melbourne University

Jeannette Purkis Perspective of person with an ASD

Charlene Tait Development Director Scottish Autism

Dr Deb Marks. Paediatrician Autism Spectrum Assessment Service, Royal Children’s Hospital

EXAMPLE: COLLABORATION SHARED PRACTICE

TENDER ATI and DEAKIN UNIVERSITY

Most existing pre-service teacher training models are predicated on traditional conceptions of Special Education. That is, they are grounded in the assumption of a dichotomy between the two, suggesting an inevitable separation of ‘Special’ and ‘Education’. This false belief is a major roadblock on the path to improved pre-service teacher training and its negation provides a major foundational precept for our proposed innovation. One need only consider the international trend towards the policy of inclusion and accompanying legislation, such as the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) in North America and Disability Education

Standards 2005 in Australia, to witness the challenge to such out dated notions of education provision.

Research suggests that teacher training is pivotal to the success or failure of inclusion (Sharma, Forlin, Loreman, & Earle, 2006; Van Laarhoven, Munk, Lynch, Bosma, & Rouse, 2007). Nonetheless, there are doubts both internationally and domestically that pre service teacher training provides adequate preparation to equip graduates to enact inclusion (Lancaster & Bain, 2007; Hemmings & Woodcock, 2011; Forlin & Chambers, 2011) The creation of a specialist Academy focussed on producing teachers who can bridge this assumed dichotomy would further the application of inclusive educational practice and facilitate systemic change.

Current research points strongly to innovative approaches such as Universal Design for Learning (UDL) as an effective means of enacting inclusive education and harnessing the power and engaging/motivating nature of technology. According to Rose and Meyer (2002) UDL is informed by research about brain development, learning, and digital media. Appropriating the concept of universal design in architectural e.g., improving access via ramps, they propose the application universal design for learning as a means of focusing research, development, and educational practice on understanding neuro-diversity and applying technology to facilitate learning.

The ATI currently has over 60 students enrolled in its’ post graduate courses and had nearly 100 last year and has shown consistent ability to cater for expansion and diversification due in part to its’ model of recruiting mentor/assessors from partner schools state-wide. One of the great strengths of the ATI model is its’ engagement in the Vocational Educational Training (VET) sector, whereby subject matter experts are able to be offered professional development in training and assessment to qualify as Trainer/Assessors. In the case of qualified teachers, this process is expedited due to Recognition of Current Competence (RCC) granting the ATI more workforce flexibility than might otherwise be the case and giving school teachers an opportunity to extend their practice and career options.

The proposed partnership between the WAS, the ATI, PRAC, and Deakin University will enhance the quality of pre service teacher education in a number of ways. First, through the collaboration of specialist knowledge and skills each of the partners will bring to the proposed Teaching Academy. Deakin University will bring world leading research into all aspects of the disability Teaching Academy. This will be derived from Teaching and Education approaches, Psychological approaches, and Health approaches. PRAC will provide specialist knowledge surrounding evaluation of sound teaching methods to populations with disability.

The ATI will bring its considerable experience in the provision of school based teacher training and professional development in both a meta sense and in the area of specific disability, and WAS will provide guidance and understanding of these approaches to ensure all approaches remain evidence based, and are known to succeed. Second, the quality of pre service education will be enhanced through Deakin’s flexible online teaching tools, thus pre service teachers at any location with internet access students will be able to participate within the training offered, meaning suitable participants will not be prevented from participating by reason of geographical location.

EXAMPLE: PRE-SERVICE TEACHING MODULE DESIGN; INITIAL DESIGN MAJOR THEMES.

ATI IN COLLABORATION WITH A MAJOR UNIVERSITY

An initial but not exhaustive consideration of course design suggests the following learning outcomes/modules:

Understanding how disability may present, and what may underlie it, in order to facilitate a teacher’s understanding of what is and isn’t possible with children.
The neurological, cognitive, and behavioural aspects of disability.
Understanding the diagnostic presentation of children with disability. Facilitating a child’s social connection within the school.
Teaching and Learning in the Differentiated Classroom including Universal Design for Learning and accompanying technologies.
An exploration of current policy and legislative requirements which effect the teaching profession including the Disability Standards for Education 2005 and the Australian Professional Standards for Teachers 2011.
Apply learning approaches to educate students with differentiated learning needs.
Universal Design for Learning principles and other curriculum modifications.
Understanding Mathematical Difficulties.
Reading Difficulties: Prevention and Intervention.
Manage behaviour intervention and support strategies for students with differentiated learning needs.
Design and implement an individualised curriculum for a student with differentiated learning needs.

The practicum element will entail immersion within an appropriate school setting or settings with regular mentoring including formative and summative assessment of practice. The partners have a working knowledge of VIT requirements for practicum placement and acknowledge the efficacy of ‘in situ’ learning. It is our belief, based on experience, that the VET model enables learning outcomes to focus on and highlight Praxis rather than the more traditional notion of the pre-eminence of acquisition of theoretical knowledge, in learning how to teach.

EXAMPLE: RESEARCH TO PRACTICE INITIATIVE LAUNCHED BY ATI

In 2011 the Autism Teaching Institute launched Practical Research Autism Centre (PRAC). The mission of the PRAC is to improve teaching practice and educational interventions for students with Autism Spectrum Disorder. The work of PRAC is oriented by a theory-to-practice model where research informs practice using measurable standards. PRAC aims to provide world-class practical research in autism education.

To this end PRAC will engage in a range of activities, including research, promulgating best and emerging practice in autism intervention and education, organizing conferences and workshops, fundraising, and partnerships. The research will focus on the translation of Evidence Based Research to classroom practice. Research topics will include for example:

Effectiveness of Evidence Based Practices (EBPs) for specific groups of students with ASD and at different schooling stages;
Teacher Fidelity in EBP implementation;
Research based literacy and numeracy interventions to address learning needs of students across different age and stages of schooling, and the nature and measurement of reading and writing difficulties;
Research based Social Skills program outcomes for groups of students;
Outcomes of Positive Behaviour Support programs for different school sectors
Efficacy of computer access devices, simple communication aids and other assistive technology designed to support social and communication expression;
The nature of cognitive processes; assessment of cognitive abilities as an alternative to intelligence assessment;
Outcomes of Parent Training programs and what parents want as outcomes in schools.

PRAC will disseminate the results of its research by publications, conferences and workshops, and providing web based resources and consultancy. Deakin University has partnered with PRAC and the International School Based Education Research (ISBER) Project The ISBER is an exciting collaboration between the Department of Education and Early Childhood (DEECD), Autism Victoria, and Autism Teaching Institute. Deakin University’s Associate Professor Mark Stokes is the Principal Researcher for this unique collaborative research initiative.

The ISBER is based on the Autism Speaks Education Research Initiative. Following research in London schools, Autism Speaks reached out to International partners to replicate and expand on the body of educational based research. It is with pleasure that ISBER is a major project based at PRAC, and has involvement and representation by such key members in the field of autism, education and research.

EXAMPLE: PARENT PERSPECTIVE

BLOCKERS TO POSITIVE PARENT PARTICIPATION

Teacher/Leadership group culture. Communication skills, commitment to partnership, supporting parents, family centered practice.
Parent expectations: academic, life skills, behavioral, access to specialists (speech etc) community participation, partnership & collaboration, school accountability, policies
Parent understanding of ASD
Do you talk about ‘Where ‘John/Betty’ will be when he/she is 40?

‘ASD friendly’ schools are proactive in their approach to ASD students, are flexible with the curriculum, and employ appropriate teaching strategies. ‘ASD friendly’ schools provide a safe place for students with an ASD where they receive respectful treatment.

‘ASD friendly’ schools are inclusive of parents in planning for the student, provide support ona needs basis and aim to ensure that the whole school community is more aware of the needs and strengths of the person with an ASD. (Autism State Plan 2009)

SOME GUIDING PRINCIPLES TO CONSIDER

Quality communication and family engagement will encourage a positive home/school partnership and collaboration.
Building knowledge and understanding of ASD is achieved by striving for continuous improvement in evidence based practices.
Understanding that behavior is a function of communication is demonstrated by using positive behavior support practices.

PARTNERSHIP & COLLABORATION PARENT PERSPECTIVE V’S POLICY PERSPECTIVE

ECIS family centered practice v’s School student centered practice
School Autonomy
Lack of accountability
Decision making sits with school (PSD expenditure)
PSD/SSG assessments; processes; eligibility

WHAT DO PARENTS WANT FOR THEIR CHILDREN WITH ASD?

If you have children what do you want for them?
Respect
Happiness
Support/Learning/Mentoring to help them achieve their own aspirations. Grants aspirations are: happiness, work, relationship, live independently
To have meaningful employment and/or community participation

COLLABORATING WITH FAMILIES Meredith Ward Jan 2014

RESULTS: A representative sample of evaluations and findings

Table 1. 2011 Overall 1 day Seminar Results

Table 1. 2012 Overall 1 day Seminar Results

Student Evaluation 2013

“Our student satisfaction surveys indicate an extremely high level of satisfaction on every aspect of the Extension day. In fact the overall satisfaction rating rose slightly from day 1 results.

The feedback/evaluation sheets (the same as day 1) asked participants to rate the performance and proceedings of the workshop on a scale of five from strongly agree to strongly disagree. We

scored very highly on most of the questions with negligible responses in the ‘disagree’ and ‘strongly disagree’ range. Indeed most responses fell in the ‘strongly agree’ and ‘agree’ ranges with a small amount of neutral responses.

Areas where we scored extremely highly include Lecturer knowledge, Topic content, Adequate discussion time, value of the workbook, whether the session was informative and whether participants felt that they were able to express their opinions.”

FROM FINAL REPORT: ‘WINDOW INTO AUTISM’ CONDUCTED BY THE ATI ON BEHALF OF DET (4 years running)

RESULTS: STUDENT SATISFACTION 2014

Scale Response	Average score	Average variation	Response count	Average score	Average variation
Trainer Quality	38	95.2	7.9	15	93.3
Effective Assessment	38	93.6	9.4	15	93.3
Clear Expectations	38	84.8	16.0
Learning Stimulation	38	90.2	12.2
Training Relevance	38	94.7	8.9	15	93.0
Competency Development	38	91.2	9.1	15	92.9
Training Resources	38	91.8	12.6	15	91.9
Effective Support	38	91.5	10.8	15	88.9
Active Learning	38	90.6	10.0
Overall Satisfaction 2013	38	96.2	8.7	15	97.4
Overall Satisfaction 2012	32	96.2	10.0	14	85.7
Overall Satisfaction 2014	68	95.3	9.7	14	92.9
Overall Satisfaction	119	96.5	9.4	35	93.2

STUDENT FEEDBACK

POST-GRAD COURSE

“I feel I can perform my job in a more informed way”, “Great quality placements, lectures, workshops”
— — —
“I can’t believe a year has passed and that things are drawing to a close. Professionally and personally, I will never be the same again. Simply thank you!”
“The content met the needs of our staff member perfectly and she was able to provide advice and support to the rest of the staff. Whatever you are doing, keep doing it. Highly recommended.”
Comprehensive information; practical and useful; opportunities for networking
Hands on practicals in classrooms, fantastic knowledgeable lecturers
Having an Assessor coming into my classroom to support my practice
Having my trainer visit my classroom; the assignment classroom project.
Lecturers/Speakers; ATI assessor in my classroom providing support
Practical training and lectures
The ATI staff were highly knowledgeable and skilled; the content was up to date
The lectures and the placements
The trainers; the resources; the information; the presenters.
Theory linked to practical project
Theory related to practical context
lectures 1-1 assistance and mentoring

ALUMNI; ONLINE SURVEY, RANDOM SAMPLE 2015

To what extent did the ATI help you develop ability to demonstrate best practice when teaching and planning for students with ASD?

Answered: 18 Skipped: 0

To a great extent: 100.00% (18)
To a moderate extent: 0.00% (0)
To a slight extent: 0.00% (0)
Not at all: 0.00% (0)

I found many opportunities to use my knowledge in my school setting. I work at an SDS and the majority of our students have an ASD diagnosis. I was able to share my research project with the whole school staff as a Professional Learning sharing opportunity. I continue to use supportive visuals to help me communicate to Students eg. Visual schedule and finished boxes for each teaching lesson and to help them communicate to me eg. Visual choice board to give them the chance to request their needs. I was able to share many of the visuals I researched on placement with the whole school and many have been taken up as school wide consistent visuals, eg. the vertical turn taking chart.

3/9/2015 2:11PM View respondent’s answers

I work in special education with a range of students with special needs including a high number of students with Autism Spectrum Disorder. The ATI course helped give me a more in depth understanding of how students impairements affect their brain processing and thinking. For example, it helped me understand that some students process sensory information differently so that I could put different activities in place to meet the students sensory needs and help them feel calm and focused at school. The course was very practical and based on our experiences in the classroom, which ment I was reinforcing what I learned in the classroom and making it part of my daily practice. Alot of the assessment tools and models provided by the institute have really helped me to assess my students communication needs and be a more thorough teacher.

3/7/2015 8:23 PM — View respondent’s answers

We were an ISP school at the time so my leaming was invaluable in developing asd specific understandings in staff, understanding and implementing appropriate interventions and supporting parents. 3/7/2015 11:19AM View respondent’s answers

I teach in an SDS and have students with a diagnosis of ASD. The tools I helped me to understand the function of their behaviour, their learning needs, styles and set up my classroom to support their learning. Furthermore, the students who are not on the spectrum benefit from the strategies too especially use of visuals. I believe ATI supported my practise by making the learning authentic by coming to my room and facilitating my thought process. I have since enjoyed going back to make presentations to ATI and to the teachers at the South Eastern Region. I have since been a mentor trainee for a range of teachers as I have been given feedback that my practise is exemplary. I give credit to Mary, Paige and Gabby for moulding my thinking towards student centred model. Hats off to all presenters like Vicki, Rita Jordan and the range of industry experts who built on the body of knowledge.

3/7/2015 7:33 AM — View respondent’s answers

I have become an Autism Connect Hub Advisor who goes into other schools and assists them with their ASD stdents. I have also presented several PD’s to staff as a result of my studies.

3/6/2015 11:10PM View respondent’s answers

No, however, I know that every family whom I work with appreciate my understanding of ASD, along with me acting as the family or child’s voice during difficult and challenging times. I know my students are happier, connected and feel supported.

3/6/2015 1:08 PM View respondent’s answers

Utilising the knowledge that I gained and extended at the ATI, I have gone on to several differing roles in the Department of Education. I was an Inclusion Support Coordinator during the Inclusion Support Program, a pilot program aimed at supporting the needs of students with ASD in mainstream schools. During the 18 months that I worked at that school, I was able to lead a group of like minded and equally passionate teachers to change the school culture to a more inclusive learning environment. This was an action research project that was over seen by Monash University and I was able to measure the positive change in altitude of the teachers towards including Students with ASD (and other special needs) using the TEIP (Teacher Efficacy for Inclusive Practices) scale. Being able to lead that team, was a key driver in my successful appointment as an Assistant Principal.

3/6/2015 1:00 PM View respondent’s answers

As each student is so diferent, success stories vary. However this one has a very special place in my heart redacted was a new arrival to Australia, The anxiety of moving countries, educational settings and the curriculum was overwhelming that resulted inf redacted being admitted to an inpatient unit at Monash Medical centre, Shortly after his discharge, I picked up his referral to support redacted with transition to a secondary setting, organisational and planning skills and to liaise with the school to modify his learning. When I first met him, he was a very angry man who pulled his hoodie over his face and refused to talk. He stormed out shortly after. On subsequent visits to Avenues education, his face became more visible until one day he bravely said to me, “ Can you help me? I so lonely. I wish I had one friend“ Together we embarked on a “Building a relationship! friendship” program. After 6 months of weekly sessions, redacted reported that he now had 4 friends, He loudly and proudly stated, “I wish they Spoke less and listen to me, I know everything they need to know…”

3/6/2015 12:50 PM — View respondent’s answers

Showing 11 responses

The qualification assisted me in being successful in an application to work with families and students as an autism advisor interstate! 3/10/2015 9:47 AM — View respondent’s answers

I was given such a confidence boost when I finished my Graduate Diploma of Teaching Students with Autism Spectrum Disorder. Listening to the amazing speakers the ATI provided meant that I could relate to my students with ASD in different ways. I was a more compassionate teacher once I understood the physical, emotional and social challenges my students and families have to deal with everyday. I was better equipped to look at a potential problem from different angles once I heard Speech Therapists, Occupational Therapists and Developmental Specialist speak. I learnt to look at the big picture rather than incidents in isolation. Best of all I think it helped me to think bigger, look for the teaching potential in each students special interest. I applied for grants to help each student access work experience, including one 16 year old boy with an ASD diagnosis and high support needs. I was able to tap into my knowledge of this student and his interests in music. I applied for him to lead a drumming workshop with the help of a trained professional. We got the grant and I was able to fund a special opportunity for this student that we would not be able to offer otherwise. His father was really pleased to hear his son had been given this unique opportunity and that I ‘got’ how to find an ‘in’ to his son’s restricted interests. My principal was pleased to hear we had received grants for a whole range of abilities and he praised my ability to ‘think outside the box’. A skill the ATI helped me develop.

3/9/2015 2:11PM View respondent’s answers

SEMINARS

“Tt was great. One of the best PD’s I’ve been to. Instructors were terrific, very approachable.”
“A fantastic workshop! I really learnt a lot that I will use effectively in my school setting”
“I had a great day, and it flew by “
“Brilliant day - well worth the journey from Geelong — Thanks”
Steve & Paige were brilliant presenters they know real stuff! Thanks”
“Steve & Paige were engaging and displayed an excellent range of knowledge and experience”
“Teachers should be able to access the workshop”
“Teachers need to attend these workshops”
“Thank you for this incredible learning opportunity”
“Great day, great presenters - well done”
“ Tt would be great to have teachers trained in this area so there is more understanding of the students behaviour and therefore more success for the student”
“ Teachers should come to this PD”
“More PD for aides on a variety of disabilities”

VIA EMAIL

“I found the course to be excellent and very informative.”

Regards