Response to the WA Legislative Assembly

Inquiry into Supports for Autistic Children and Young People in Schools

TABLE OF CONTENTS

• 1. Executive Summary

2. Prevalence of Autism in WA and Projected Demand for Support in

• Schools

3. How will an Increase in Prevalence of Autism Affect the Availability of

• Support for Autistic Students in Schools?
• 4. Evidence-Based Practices for Autistic Students with Autism
• 5. Challenges in Implementing Evidence-Based Practices
  • 5.1. Challenges for Teaches
  • 5.2. Challenges for Schools

6. Western Australia’s Education Systems to Support and Respond to the

• Needs of Autistic Students
  • 6.1. Catholic Education Western Australia (CEWA)
  • 6.2. Association of Independent Schools of WA (AISWA)
  • 6.3. Public Schools

7. Strategies in Other Jurisdictions that Support School Systems to Respond

• to the Needs of Autistic Students
  • 7.1. Queensland
  • 7.2. Victoria
  • 7.3. New South Wales
  • 7.4. South Australia
• 8. Recommendations
  • 8.1. Positive Behaviour Support Framework
  • 8.2. Strengthening the Capabilities of School Leadership and Staff
  • 8.3. Centralised Governance of Specialist Learning Programs
  • 8.4. Creating a Positive Learning Environment
  • 8.5. Individual Education Plans
  • 8.6. Building Autism Awareness across the Education Sector
  • 8.7. Education Assistants
  • 8.8. Training for Therapists
  • 8.9. Partnerships and Collaboration
• 9. Summary
• 10. Useful Resources
• 11. References

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1. Executive Summary

Across Western Australia, there are over 14,000 children with Autism accessing schools across the Public, Catholic and Independent Sectors. In addition to this, there is reported to be an increase in the number of children with Autism, being home schooled, or who are disengaged from education, and isolated. Our experiences indicate this is often related to unsuccessful experiences at school.

Students with Autism have a right to an education

and with the right support, they can flourish.

Across all education sectors there are varying levels of support available for schools and teachers to create inclusive education opportunities. The supports available in the public system are the most robust.

The most significant challenge across all sectors, is the absence of an overarching framework for supporting students with Autism. Each school is independent in their approach to supporting students with diverse learning needs. Students with Autism are therefore relying on the “good faith “of the school leadership to create the right learning opportunities and environments.

Through the strong collaborations that exist across the education and disability sectors in Western Australia, there are opportunities to build on these current supports. Together we can create sustainable operating models that provide meaningful educational experiences for diverse learners.

The Autism Association’s School Aged Therapy Service supports students with Autism in Public Schools, Catholic Education and Independent Schools. We have a long history of delivering Therapy Services in education settings and have well established collaborations across the sector.

In addition, the Autism Association is involved in several collaborations across the education sector including:

• Appointed Chair of the Department of Education School of Special Educational Needs: Disability (SSEND) Team, allowing for consultation and support to department approaches to inclusion.
• A community member of the Department of Education’s, Exclusion Panels in the South Metro Regions
• Appointed member of the Autism Expert Advisory Committee through SSEND Team.
• Participation in various consultative focus groups to contribute to the development of key policies across the education sectors.

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• Provision of regular training and consultation as part of the SSEND professional learning programs.
• Contributed to the development of online learning modules and frameworks through Positive Partnerships national programs.
• Consultation with the Macquarie external review on the Specialist Learning Programs.
• Developed and implemented an innovative statewide capacity building program for Early Childhood Educators – The Autism Champions Project. Supported by the Federal Department of Education, the project supported 148 West Australian Early Learning and Care services with their inclusion efforts and directly coached and trained over 500 Early Childhood Educators. The project yielded meaningful results and allowed for Educators to identify early signs of Autism and create authentic inclusive environments.

Since 2008, the Autism Association of Western Australia was one of 6 key disability providers funded by the Disability Services Commission to deliver therapy to school aged students with Autism. During this period, we have worked in close collaboration with key leaders across each education sector.

In December 2017, the Commonwealth and West Australian Government announced a new bilateral agreement which saw Western Australia join the nationally delivered National Disability Insurance Scheme (NDIS). From July 1, 2018, the National Disability Insurance Agency (NDIA) assumed responsibility for the funding of a wide range of disability support in Western Australia. This significant transition has created a fundamental shift in how therapy services are delivered to children with disabilities. One of these changes has been a significant expansion of therapy providers delivering services across schools in Western Australia.

This has created an increase from 6 main school therapy providers to over 936 Therapy providers, both registered and unregistered, of therapeutic support. This rapid expansion has created significant challenges for schools in managing requests for therapists to access schools.

During this period, the Autism Association of Western Australia has continued to maintain strong collaborations with Catholic Education, Independent and Public schools to navigate this transition. Our collaboration with the Department of Education’s SSEND Team has been instrumental in forging future pathways for improved inclusive practice across WA schools.

We would like to acknowledge the long history of the Department of Education’s SSEND Team forging new opportunities for students with Autism in public schools. Most recently under the leadership of Joanna Hall, we have seen significant developments that are contemporary and align with best practice in Autism education.

Outlined in this submission are the current barriers, supports, and recommendations for future development.

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2. Prevalence of Autism in WA and Projected Demand for Support in Schools

Autism Spectrum Disorder is a neurodevelopmental condition that impacts on child development in a number of key areas, including communication, social interaction and repetitive patterns of behaviour. It is estimated there are 160,000 children and young people currently affected by the lifelong complex developmental disorder in Australia.

Autism is most commonly identified in children and young people. According to the Australian Institute of Health and Welfare 2017, 83% of individuals identified with Autism are under the age of 25 years. The lower number recorded over the age of 25 years may be an artefact of how data I collected.

Autism was most prevalent among children aged 5 to 14 in 2009, 2012 and 2015 (Australian Institute of Health and Welfare, 2017). While it is not clear why the prevalence of Autism is increasing, both higher levels of diagnosis and heightened awareness of the condition may have contributed to an increase in the reporting of Autism.

As at 31 March 2023 there were 18,848 Western Australians with a primary disability of Autism, representing 38 per cent of NDIS participants in the state. There are 12,312 school aged (7 to 14 years old = 9,022; 15 to 18 years old = 3,290) NDIS Participants with a primary disability of Autism in WA. This represents 65% of the total number of NDIS Participants with Autism in WA. NDIS Participant numbers and plan budgets data March 2023

The prevalence rate of students with Autism in these age brackets remains steady at about 65 per cent since 2021 (March 2022 = 64.8%; March 2021 = 65.2%). NDIS Participant numbers and average plan budgets

It is important to note that there may be students with Autism who have not been found eligible for NDIS funding. The NDIS March 2023 Quarterly Report to Disability Ministers stated about 2 per cent of individuals with Autism did not meet the access eligibility criteria.

Findings from research suggest similar prevalence of ASD across Indigenous and non-Indigenous Australians, although some Aboriginal and Torres Strait Islander people with ASD may not be diagnosed or may be misdiagnosed (Bailey, & Arciuli, 2020).

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3. How will an Increase in Prevalence of Autism Affect the Availability of Support for Autistic Students in Schools?

The high prevalence of students with Autism will impact on the availability and quality of supports for students with Autism in schools. Within the limited budget for specialised supports in schools, students with Autism are experiencing long wait time to access supports. Without the right support, students with Autism will experience challenges in school, both in and outside of the classroom.

Students with Autism have an uneven profile of development and require the curriculum to be adjusted to support individual learning needs. In addition, students with Autism often have limited verbal and receptive communication and require additional and individualised supports in place to aid their comprehension and expression. Students with Autism learn positively when information is presented visually and aided by visual routines to support and communicate challenges.

The high prevalence of students with Autism in the classroom means increased workload for teachers and support staff to provide individualised supports. Currently, there is limited flexibility for schools to adjust classroom sizes based on students with complex needs.

Without adequate supports, students with Autism often becomes frustrated and feel anxious and isolated in the classroom and in the school. This can lead to behaviour escalations. In addition, the increased workload can create negativity towards having a student with additional learning needs in the classroom, because it is extra work without recognition.

Teachers report time demands prevent them from planning activities in advance for students with Autism and not having the resources to adjust the curriculum to support the unique needs of individual learning requirements.

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4. Evidence-Based Practices for Autistic Students with Autism

There are a number of evidence-based methodologies and intervention strategies that effectively meet the unique needs of the individual students. These are:

• Positive Behaviour Support (PBS) is when a school uses a multi-tiered system of support to identify and plan for students with behaviour-support needs. It uses a person-centred approach to:

  • Identify and understand the factors impacting on, or triggering, unwanted behaviour through functional behaviour analysis.

  • Understand the function of the student’s behaviour i.e. what the behaviour is communicating (behaviour is often triggered by the mismatch of demands and the child’s skills to appropriately respond).

  • Develop a documented approach to managing triggering environments and events through proactive strategies. This will involve input from parents and other relevant stakeholders.

  • Establish a process to review the plan.

  • Continue with the Zones of Regulation approach that supports students with the development of self-regulation skills. Supporting student wellbeing in WA schools (ccyp.wa.gov.au).

  • Minimise the use of restrictive practices.

Without this framework, students with Autism are at risk of harm through the application of inappropriate responses such as restrictive practices or exclusion. These practices are self-perpetuating, leading to increasing difficulties for the teacher, and greater distress for the student.

• Supporting Student Wellbeing: Classroom environments can be overwhelming for students with Autism. An overload of sensory information and limited options for access to quiet areas often lead to overstimulation and behavioural difficulties. In addition, limited support and access to quiet areas at break time leaves students with Autism exposed to challenging social situations.

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A wellbeing program for students with Autism will include identification of situations they find overwhelming and allow for gradual or time-limited exposure. It will also allow for alternative activities for students who cannot cope.

• School-Wide Autism Competency (SAC) Approach: In order to effectively support students with Autism, schools need to create an inclusive school culture in which evidence-based practices are embedded throughout the school. These evidence-based practices include (Lynch and Irvine 2009):

  • systemic support for students and staff;
  • multidisciplinary;
  • professional collaboration; and
  • involvement of families.

School programs that successfully support students with Autism have elements of flexibility of practice as well as ongoing, positive communication with parents and families (Australian Advisory Board on Autism Spectrum Disorders 2012). In addition, successful supports include:

• individualised planning and supports;
• transition planning;
• structured environments;
• specialised curriculum to support specific skill development related to characteristics of students on the Autism spectrum; and
• systematic approaches to monitor progress (Iovannone et al. 2003).

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5. Challenges in Implementing Evidence-Based Practice

5.1 Challenges for Teachers

There are many teachers who have an invested interest and passion to create a meaningful learning experience for students with diverse learning needs. These teachers seek out training and support independently. Our experience indicates there are very diverse approaches used by educators in supporting educational outcomes. Key challenges experienced by teachers to implement evidence-based practice include:

• Where leadership does not foster a culture of inclusion, and embrace the disability standards for education, teachers will not receive the support they need for themselves or their students with Autism.
• Teachers commonly report lacking confidence to adapt curriculum goals for students with an often-uneven cognitive profile such as Autism.
• There is a general absence of a clear and consistent approach to Positive Behaviour Support across schools, and fragmented resources for teachers to access.
• Team Teach is a behaviour technique used by a number of schools to manage behaviour escalations. Many aspects of this technique are very inappropriate, when applied outside of a consistent Positive Behaviour Support framework.
• Time demands that impact learning activities in advance for students with Autism.
• Limited training to use educational assessments to get baseline data for students that require flexible assessment.
• Challenges in understanding how to develop an Individual Education Plan.
• Individual Education Plans that are not student-centred and updated regularly.
• Large class sizes. Class sizes are not reconciled according to the level of support of the students i.e., the mainstream teachers that have a good framework for Autism, are often allocated all the students with Autism, and still have the same class size.
• Teachers are not often trained or equipped to identify Autism and provide the appropriate supports for students in the classroom.
• Some educators not well versed in the Disability Standards for Education which sets out both the rights of students with disability, as well as the obligations of all education and training providers under the Disability Discrimination Act 1992.

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5.2 Challenges for Schools

The implementation of the National Disability Strategy 2010-2022 saw inconsistent improvements in the education attainment levels for Autistic students. There are excellent schools that have leaders driving Autism inclusion. However, it is also concerning that school education outcomes for Autistic students have not improved when compared with those of the general population.

Our experience indicates there are some schools that have limited investment in supporting students with Autism and often communicate a culture of exclusion to their staff. Other key challenges for schools to implement evidence-based practices to support students with Autism include:

• Operational policies that create barriers for successful transition. e.g., the current process in many schools does not allow adequate time for a successful transition to a new school year. Students often only being alerted a few days before the new school year on their classroom/teacher/subjects.
• Unclear frameworks for collaboration. This includes unclear delineation of roles vis a vis the family, education system supports and other experts.
• Behaviour support: Absence of implementation frameworks for teachers to implement Positive Behaviour Support principles in and out of the classroom.
• Reactive approaches to accessing support. Lack of a proactive strategy to create meaningful participation for students with Autism.
• Inadequate staffing to provide additional support during break period, a time that is most challenging throughout the school day.
• Quiet environments. Often schools do not have a quiet (retreat) space for students with Autism for down-time during unstructured times, or times where they need a break in a safe and quiet place. Such a space can contribute enormously to a reduction of stress and a decrease in challenging incidents. In addition, classrooms are often small and overcrowded, and there are often not spaces available for the student to access in the classroom for a quite break.
• Class sizes. There is limited flexibility for public school leaders to adjust classroom sizes based on students with complex needs. This creates negativity towards having a student with additional learning needs, because it is extra work with no recognition.
• School leadership. Implementation of effective school programs for students on the Autism spectrum entails the development of capacity of school leaders and staff to navigate the implementation of these practices within the context of a complex school culture and environment.

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• Therapy in schools: Since the roll out of NDIA (National Disability Insurance Agency), schools have been overwhelmed by the number of therapy providers requesting school access many of whom do not have experience with, or an understanding of, the school environment. This rapid expansion of therapy providers has created significant issues for schools including:

  • Poor (or absent) integration of therapy goals with educational goals; and skills targeting inclusion in an educational setting.
  • Therapists with limited understanding how to integrate goals into the IEP and support curriculum differentiation.
  • Inadequate inclusion of the classroom teacher in goal setting and progress reports.
  • Increased demand for space in schools.
  • Duplication of Supports, conflicting processes, goal areas and recommendations.

In summary, there are a number of governance issues that need be reviewed to ensure a consistency of approach.

Establishing inclusive school cultures requires the active engagement of school leaders (Bays and Crockett 2007). Researchers indicate that principals who support students with a variety of needs, lead their staff to utilise evidence-based practices, engage in professional learning, create supportive environments, implement flexible curriculum and learning programs, and collaborate with families and communities (Dempster 2009, Author 2016). However, many school principals indicate they lack the knowledge and training needed to implement inclusive school policy (Webster & Roberts 2019) and to support students on the Autism spectrum (Horrocks, White, and Roberts 2008). As a result, they become passive rather than active leaders of school-wide practice. Traditional approaches to building the capacity of school staff have often focused on providing specific training about characteristics of students on the Autism spectrum and evidence-based practices (Leblanc, Richardson, and Burns 2009, Morrier, Hess, and Heflin 2011). This may provide school leaders and teachers with important knowledge and some skill development but fails to enable them to utilise these skills within the complex dynamics of current school environments (Odom 2009, Webster & Roberts 2019).

6. Western Australia’s Education Systems to Support and Respond to the Needs of Autistic Students

The current supports in Western Australia to respond to the needs of Autistic student include:

6.1 Catholic Education Western Australia (CEWA)

The CEWA sector have access to a ‘students with disability team’ which can be requested directly by the school and offers support and assistance through:

- **Advice and direction** to school leaders and school staff on issues related to students with disabilities.
- **Support to develop Individual Education Plans (IEP)** and Individual Transition Plans for students with disabilities.
- Provision of **professional development programs** for school staff.
- Access to **Disability SharePoint** which provides resources, information, professional learning opportunities.

Our experience indicates that the support provided in Catholic education department schools is not well resourced. There is not a clear integrated training curriculum for all schools to create a whole school culture of inclusion.

6.2 Association of Independent Schools of WA (AISWA)

AISWA schools similarly have access to consultant teachers and an online portal for access to training content and resources.

AISWA member schools can request access from consultant teachers who can provide support to the schools which may include providing training to staff and students to promote a whole school approach to inclusion.

AISWA schools are eligible to access psychology services through AISWA School Psychology Service (ASPS) which can provide advice and guidance in supporting, engaging, and educating their students.

Similarly, our experience indicates that the support provided across independent schools is limited. It is also a responsive model of support, and absence of a clear integrated training curriculum for all schools to create a whole school culture of inclusion.

6.3 Public Schools

The public schools resources, training and support for students with Autism is very comprehensive. Public education is also continuing to drive and improve inclusion for students with Autism and continue to invest resources and funding into creating better outcomes.

Outlined below are some of the key supports in place and potential current barriers.

• School of Special Educational Needs: Disability (SSEND)

  School principals or their delegates can request assistance from SSEND. A needs assessment is established as part of this process to then determine the level of support the student receives. There are 4 tiers of support. This process also identifies support for improvements in the school’s inclusion culture, and the referral then includes whole school training in addition to the individual student support. However, SSEND is limited by resources to meet demand for its services. In addition, the model is a responsive one, and schools can choose whether they engage this support.

• Specialist Learning Programs (SLPs)

  Specialist Learning Programs (SLPs) have provided a much-needed alternative for many students with Autism. SLPs allow vulnerable students who are at risk of dis-engagement or underachievement to participate in a specialist classroom whilst promoting opportunities for time with peers in mainstream classes. This program’s expansion has been well received, and we fully support the concept.

  While we fully support this as a conceptual educational model, further review of the methodology being utilized should be considered. Since its initial rollout, the use of Applied Behaviour Analysis (ABA) underpins their pedagogical practice. These frameworks are also used in the Early Intensive Intervention Program (EIIP) for Kindy and pre-primary aged children. Some of the reported success with this methodology in education maybe more apparent than real. In addition, the approach can have a detrimental impact on a student’s well-being and sense of self. It should be independently evaluated.

  There are currently several issues that need further review in relation to SLPs and this includes:

  • Whilst these specialist learning programs (SLPs) come under SSEND they have limited input into their operations. Each SLP operates independently and this impacts negatively on a consistent whole-of-education best practice approach.
  • How the new locations for SLPs are determined needs to be reviewed to ensure that they align with Autism population and prevalence data.

• The School of Special Educational Needs: Behaviour and Engagement (SSENBE)

  This school appears to operate independently from the School of Special Educational Needs (SSEND). However, it plays a key role in supporting students with Autism with complex needs. SSENBE also oversees the Disability Exclusion Panels, where many students with Autism are often presented. In addition, this Unit holds critical data on students who have disengaged for extended periods of time from school.

  The separation of the SSENBE team from SSEND creates fragmentation of data and confusion in many critical areas of support-needs, including the application of positive behaviour support frameworks and the training of teachers.

  Recommendation: It is recommended that supports and services for all students with Autism, including complex behaviour, school withdrawal, home schooling, operate under one portfolio of SSEND.

• Education Support Schools

  Our current experience in education support centres and schools indicates that opportunities for integration with the mainstream school are determined by the school, independently of a centralized framework. There are support schools and centres, however, that are proactively creating opportunities for mainstream integration.

  In addition, the implementation of the Autism frameworks for best practice education and individualised educational curriculum are often ad-hoc. Several Education Support Schools in Public Education (the early Intensive intervention programs (EIIP) for Kindy and pre-primary aged children) are an example. These programs still apply the traditional methods of Applied Behaviour Analysis (ABA) approach that underpins their pedagogical practice. These frameworks and do not align with best practice for Autism education.

  Additionally, our experience indicates, an increasing number of these schools are creating a blanket rule of not allowing access to therapists. These schools are missing key opportunities for collaboration to create better outcomes for the student with Autism.

  As outlined in the recent Royal commission into disability, it is important to have a range of professionals accessing schools to safeguard students, who often have limited verbal communication and are cognitively vulnerable. One of the best safeguards for students and people with disability is their visibility to the wider community.

7. Strategies in Other Jurisdictions that Support School Systems to Respond to the Needs of Autistic Students

The following are examples of strategies used in other jurisdictions that support schools to respond to the needs of Autistic students. These strategies are in addition to the general inclusive education strategies, reasonable adjustments and universal design strategies.

7.1 Queensland

The Queensland Autism Hub (the Hub) provides evidence-based information, support and advice to assist schools to actively include, retain and engage students with Autism.

The Hub was established in October 2015 as part of Department of Education Advancing education: An action plan for education in Queensland. The Autism Hub provide information and delivers professional learning that supports educators to include, retain and engage students with Autism and empower parents to partner with schools in their child’s education. The Hub works with school leaders, teachers and parents to improve the engagement and education achievement of students with Autism in all Queensland schools. Autism Hub (education.qid.gov.au)

Through the Hub, strong partnerships with a range of key stakeholders, including Autism Queensland (service provider for Autistic people), have been developed to ensure a consistent and innovative delivery of services for students with Autism and their families across Queensland.

7.2 Victoria

The Victorian Government has committed more than $19 million over four years to deliver the Autism Education Strategy (AES) which is part of the Victorian Government investment in Disability Inclusion Program focusing on inclusive education, and complements and aligns with the Framework for Improving Student Outcomes (FISO 2.0). The strategy pillars and supporting initiatives each support one or more of the FISO 2.0 core elements of Leadership, Teaching and learning, Assessment, Engagement, and Support and resources. Autism Education Strategy — parents | Victorian Government (WWW.VIC.gOV.au)

The strategy has a strong focus on building the education workforce to equip them to meet the learning and wellbeing needs of diverse learners, with a focus on autistic students, through the provision of evidence-based advice, resources and coaching.

7.3 New South Wales

In NSW, the Disability Strategy 2019 outlines the vision for building a better education system for students with disability in NSW public schools. In 2022, the NSW Department of Education released new policies, framework and procedures to help ensure that best practice is consistent across all NSW public schools. The new policies released include:

- Inclusive Education Policy for students with disability
- Student Behaviour Policy and Procedures
- Restrictive Practices Framework, and Restrictive Practices Reduction and Elimination Policy and Procedures.
- They have also introduced the Inclusive Practice Hub which has resources and information for staff on Autism and Inclusive Education Autism (nsw.gov.au).

7.4 South Australia

The Education Department in South Australia has appointed an Autism Inclusion Teacher in every public primary school (including reception to year 12 schools) from February 2023. The Autism Inclusion Teacher will provide support to their fellow educators on how to best support and educate students with Autism and drive improved practice relating to Autism that works for their school.

The SA Education Department will monitor the outcomes of the Autism Inclusion Teacher initiative to inform any future expansion of the role, including for high schools. Regional or remote schools that ever have difficulty filling the roles will be supported directly by the Department.

To enable every Autism Inclusion Teacher to succeed in the role, the department is providing training, professional development, resources, information and support. They are also developing an Autism Friendly Charter. The Charter includes online learning tailored to the needs of the education sites to equip staff with the knowledge, principles and support to be truly Autism-friendly. They are also employing 100 additional specialist staff of speech pathologists, occupational therapists, psychologists and counsellors, who will support children and young people with additional needs, including those with Autism.

8. Recommendations

8.1 Positive Behaviour Support Framework

The most significant area that requires immediate attention is an overarching Framework for Positive Behaviour Support. Children with Autism need a strength-based approach to positive behaviour support, one that supports their learning needs; teaches skills; develops coping strategies and creates accessible environments. Without this framework, students with Autism are at risk of harm, through the application of inappropriate responses such as restrictive or punitive practices. Our experience demonstrates that many behavioural escalations can be minimised with a Positive Behaviour Approach. This approach not only supports the student with Autism, but it also supports the teacher and the other students in the classroom.

There is a need for further collaboration between the Disability and Education Sector in Western Australia to align principles of best practice in the application of positive behaviour support. This is critical for creating a consistent approach to achieve better outcomes for the student and provide more comprehensive support to the teacher and family.

8.2 Strengthening the Capability of School Leadership and Staff

The need to upskill education staff in supporting autistic students is uncontroverted. Teacher knowledge about Autism in mainstream schools is often limited. Teacher’s report being unsure how to best support autistic students (CRC, 2020). Improved training for educators was a strong theme throughout consultations in all sectors, with calls made for more targeted pre-service training on ASD. This was in addition to the implementation of evidence-based practices, as well as for regular, ongoing and mandated professional development for all staff.

There was also support for embedding Autism training in teacher standards and registration processes. The report of the Quality Initial Teacher Education Review (QITE Review), released on 24 February 2022, recommended the Accreditation Standards for teachers be amended to ensure initial teacher education graduates are taught sufficient evidence-based practices to meet the Teacher Standards and empower them with the tools to lead a classroom, including in relation to supporting diverse learners and students with ASD (Recommendation 7). The report also delivered a finding for higher education providers to explore the potential for micro-credentials and short courses to provide quality access to opportunities to enhance teacher capability in areas where teachers feel they need additional support, including teaching diverse learners (Finding 7).

Recommendations:

• It is critical that all school leadership understand and embrace the Disability Standards of Education, the Disability Standards for Education 2005 (DSE) clarify the obligations of education and training providers under the Disability Discrimination Act 1992 (DDA).
• There needs to be a coordinated system-wide capability building for school leaders and staff in inclusive education.
• Currently SSEND has excellent training modules available for a range of teaching staff. This model is currently working on a referral system. It is recommended that SSEND be equipped to lead the systemic integration of this training so it is compulsory for all schools.
• A review of the curriculum in SLPs and Early Intensive Intervention Programs (EIIPs) is recommended to ensure the curriculum draws from a range of evidence-based approaches. In addition, it should also ensure that a comprehensive Autism framework underpins and complements Early Years Learning Framework, and the mandated educational curriculums for Pre-Primary to Year 12.
• Across Independent and Catholic Education, there needs to be a significant investment in resources to develop new training and development frameworks for statewide implementation.
• There needs to be an investment in all undergraduate programs for teachers and teachers’ assistance to have knowledge of legislations underpinning inclusive education, understanding of Autism, and application of best practice teaching interventions.

8.3 Centralised Governance of Specialist Learning Programs

To ensure the sustainability of Autism supports and services into the future, particularly the Specialist Learning Programs, their governance should sit under the Department of Education’s School of Special Educational Needs: Disability (SSEND) Team. This will ensure that the curriculum continues to support evidence-based Autism practices, contemporary approaches, consistent frameworks for positive behaviour support and consistency of practice across all sites in Western Australia. Without centralized governance, there is an ad hoc fragmented approach.

It is recommended that the role of SSEND be expanded to include:

i) SLPs: That all the Specialist Learning Programs (SLPs) are operated from a centralized governance framework, ie. not independently governed by each school. This will create opportunities for ongoing performance reporting, auditing and review. It will reduce fragmentation of approach and align all supports and services into one portfolio and create a consistent approach to supporting students with Autism across the education sector. SSEND seems well suited to undertaking this role.

ii) That SSENBE (Behaviour and Engagement) come under the jurisdiction of SSEND to create a consistent approach to Positive Behaviour Support

Other Recommendations Include:

• Include the National Guideline for Supporting the Learning, Participation, and Wellbeing of Autistic Children and their Families in Australia (Autism CRC (Cooperative Research Centres, 2023) in the Autism Framework.
• Review the application of Applied Behaviour Analysis (ABA) approach that currently underpins the curriculum for students with Autism.

8.4 Creating a Positive Learning Environment

i) **Class sizes:** Students with Autism will require additional support from their class teacher, in addition to any support that is provided by the Teacher Assistants. To achieve this, there needs to be a reduction in the number of students in their class, based on the level of need of the diverse learners in the classroom.

ii) **Planning and preparation:** A critical success factor in supporting students with Autism is to create capacity for teachers to have additional time for planning and preparation to achieve the good outcomes.

iii) **Support during unstructured periods:** Students with Autism who need support to develop peer friendships and participate in break times require support including greater facilitation and supervision during break times.

iii) **Access to quiet spaces** for students essential in reducing anxiety, improving academic performance and reducing challenging incidents. This space should be made available at break times.

v) Classroom environment: It is recommended that a centralized framework for teachers to guide establishing an Autism-friendly classroom be implemented.

vi) **High schools:** All high schools should have a space for students with Autism meet their Peers with Autism. This will also provide a space for them to feel and can access throughout the school day.

8.5 Individual Education Plans

i) To improve educational outcomes for students with Autism, teachers need training to develop a baseline profile of the strengths, and areas requiring further support, of students with Autism. Public Schools are currently use the ABLESWA. However, teachers frequently need support to apply this to students with Autism.

ii) Training for teachers to develop an Individual education plan, and a framework for data collection, ongoing review, and updates.

iii) Sector wide collaboration between Disability and Education, to create frameworks for integrating therapy goals within an Individual Education Plan.

iv) For the IEP to clarify the role of the Teacher-Assistant in preparing and scaffolding activities for the student with Autism to work independently at their level of skill.

v) A framework to support the development and review of an Individual Education Plan and who must be involved. This should include the family and the student where it is suitable.

8.6 Building Autism Awareness across the Education Sector

i) **Diversity:** A statewide strategy that promotes and recognizes Autism and diversity at the whole school level across education.

ii) **Peer training** should be embedded in the school curriculum to increase social connection, reduce stigma, minimize bullying, and create better outcomes for all students.

iii) **Early childhood identification:** There is a need for training in early childhood settings to identify children experiencing developmental challenges. There is strong research indicating that early identification of Autism - and access to Autism specific supports - significantly reduce the trajectory of the child's disability. Programs such as Autism Champions, developed by the Autism Association of Western Australia can greatly assist with this endeavour.

8.7 Education Assistants

i) Transparency regarding the allocation of Aid time. Application of aid time should be consistent across public schools.

ii) The Education assistant training curriculum should focus on facilitating independence of the student with Autism in educational activities. This will provide a scaffold for teachers’ assistants to ensure they understand how to fade prompting to teach independence.

iii) For Students with Autism who have social challenges, education assistants should be available in break times to scaffold and support social skill development and peer friendships.

iv) In high school, training for education assistants should include supporting the student with Autism to prepare, plan and organize their day to ensure successful school participation.

v) Educational Assistances can also work with therapists at breaktime to facilitate the implementation of goals in an educational setting and with peers.

8.8 Training for Therapists

i) A collaborative strategy needs to be developed to establish a framework for schools that outline: the roles of therapy providers, the student, family and teachers; how the therapy services are to align with supporting to achieve their Individual Education Plan.

ii) Training should be made available for Therapists on how to deliver best practice therapy within an educational framework. With the proliferation of therapists across Western Australia, there needs to be sector wide training for therapists to understand how to integrate best practice interventions into the Individual education plan and school curriculum.

iii) Alternatively, therapy delivered in a school setting should be limited to therapists who have these pre-requisite skills.

8.9 Partnerships and Collaboration

i) To continue with the Autism Expert Advisory group that collaborates with SSEND on Autism Best practice in school.

ii) To establish a Parent Advisory group that consults with SSEND.

iii) People with disability, including students, have opportunities to participate in public consultations conducted by the Department of Education.

iv) To develop a Project Group, including key stakeholders, to review frameworks for the integration of therapy and education goals in the school setting.

v) Strengthen partnerships through the National Disability Insurance Scheme to support transition to the NDIS and strengthen the interface between third party providers and schools by having clear guidelines and procedures in place.

vi) Quality services and supports for schools to facilitate and monitor the implementation of the NDIS National Quality and Safeguarding Framework standards in school settings.

9. Summary

There is a growing number of students with Autism attending school who require specialist support and curriculum adaptation to maximise their educational outcomes.

Children with Autism have the right to a good education suited to their needs. It is our responsibility to create the conditions to achieve successful school participation and inclusion. With the right support in place, students with Autism can and do flourish in school.

There has been a significant expansion in the supports and services available to students with Autism over the last decade, particularly in the public-school sector who are leading the way for Western Australia.

To ensure the sustainability of these supports and services into the future, particularly the Specialist Learning Programs, their governance would sit best under the School of Special Educational Needs: Disability (SSEND) Team. This will ensure that the curriculum continues to support evidence-based Autism practices, contemporary approaches, consistent frameworks for positive behaviour support and consistency of practice across all sites in Western Australia. Without centralized governance, there is an ad hoc fragmented approach.

The roll out of National Disability Insurance Scheme (NDIS) in Western Australia in 2018 has created a significant expansion of therapy providers. While welcomed by families, this has created unanticipated consequences for schools and students This includes an overwhelming number of therapists from organisations or individual practitioners accessing a school. Not all of the therapists understand a school environment, Individual Education Plans, roles and responsibilities in an educational environment or the integration of therapy and educational goals. Work needs to be undertaken in this area to make therapy strategy effective in this environment.

Clarity is also needed on roles and responsibilities to maximise outcomes for the student and minimise duplication of resources.

On a final note, there are three key areas that require immediate attention across all education sectors, as outlined in this report:

1. Mandatory training for all leadership and educators on Autism, and best practice inclusive practices.
2. Bringing together a range of supports under centralized governance SSEND to create consistency and equity of experience and outcome for students with Autism.

3. The development of a framework for good evidence-based practice.

4. The consistent application of a Positive Behaviour Support approach applied throughout the school system.

5. A review of how ABA is being implemented to support students with Autism.

6. An operational framework that clarifies the roles and responsibilities of teachers, therapy-assistants, visiting therapists and family.

7. Training of early childhood educators to facilitate early identification of Autism. In this way, these children can access timely supports and we can potentially reduce the trajectory of disability.

We look forward to being part of ongoing collaborations to create the optimal educational environments for students with Autism accessing Western Australian schools.

Autism Association of Western Australia

10. Useful Resources

• The Autism Association of Western Australia- Autism Champions- Curriculum for training early childhood educators to: Increase Early Identification of Autism and adapt the Early Years Learning Framework. Funded by the Federal Department of Education. For access contact tasha.alach@autism.org.au

• The Victorian Governments- Autism Education Strategy provides good frameworks for supporting students with Autism in Education.

• https://Awww.vic.gov.au/Autism-education-strategy

• ABLE WA page

• Supporting Autistic Children Guideline | Autism CRC

• Positive Partnerships- provides a range of online training modules and resources that can be integrated into Training programs for educators.

• www.autismtraining.com.au

11. References

Webster, A. & Roberts, J. (2020). Implementing the school-wide Autism competency model to improve outcomes for students on the Autism spectrum: A multiple case study of three schools. International Journal of Inclusive Education 26(2), 1-19.

Bays, D. A., & Crockett, J. B. (2007). Investigating instructional leadership for special education. Exceptionality, 15(3), 143-161.

Dempster, N. (2009). Leadership for learning: A Framework synthesizing recent research. EdVentures.

Horrocks JL, White G, Roberts L. Principals’ attitudes regarding inclusion of children with Autism in Pennsylvania public schools. J Autism Dev Disord. 2008 Sep;38(8):1462-73. doi: 10.1007/s10803-007-0522-x. Epub 2008 Feb 7. PMID: 18256916.

Iovannone, Rose, Glen Dunlap, Heather Huber, and Don Kincaid. 2003. “Effective Educational Practices for Students on the Autism spectrumSpectrum Disorders.” Focus on Autism and Other Developmental Disabilities 18 (3):150-165. doi: 10.1177/10883576030180030301.

Leblanc, L., Richardson, W., & Burns, K. A. (2009). Autism Spectrum Disorder and the Inclusive Classroom: Effective Training to Enhance Knowledge of ASD and Evidence-Based Practices. Teacher Education and Special Education, 32(2), 166–179. https://doi.org/10.1177/0741932507334279

Lynch, S.L. and A.N. Irvine. 2009. “Inclusive education and best practice for children with Autism spectrum disorder: An integrated approach.” International Journal of Inclusive Education 13: 845-859. doi:10.1080/13603110802475518

Morrier, M. J., Hess, K. L., & Heflin, L. J. (2011). Teacher Training for Implementation of Teaching Strategies for Students With Autism Spectrum Disorders. Teacher Education and Special Education, 34(2), 119–132. https://doi.org/10.1177/0888406410376660

Odom, S. L. (2009). The tie that binds: Evidence-based practice, implementation science, and outcomes for children. Topics in early childhood special education, 29(1), 53-61.

Simpson, Richard L., Sonja R. De Boer-Ott, and Brenda Smith-Myles. 2003. “Inclusion of learners with Autism spectrum disorders in general education settings.” Topics in Language Disorders 23 (2):116-133. doi: 10.1097/00011363-200304000-00005.