Submission 87 — Department of Education — Inquiry into support for autistic children and young people in schools

Inquiry into support for autistic children and young people in schools

Submission to the Education and Health Standing Committee July 2023

  D23/1233353
  26 June 2023

1. Contents

• 1. Introduction
• 2. Background

• 3. Regulatory framework (legislation and key policies)

• 4. Prevalence of ASD in Western Australian public schools

  4.1 Number of students who were eligible for an Individual Disability Allocation in the ASD - indicated group by school type at 17 March 2023

  • 4.2 Number of students eligible for an IDA per educational region at 17 March 2023

  4.3 Number of students eligible for an Individual Disability Allocation by year group at 17 March - 2023

• 5. Eligibility requirements for supplementary funding

  • 5.1 Eligibility documentation requirements

  • 5.2 Eligible practitioners

  • 5.3 Interim IDA while the student is on a waitlist for assessment

  • 5.4 Resources and support provided by allied health professionals on school sites

• 6. Professional learning and resources for educators in WA public schools

  • 6.1 Consultancy support

  • 6.2 Professional learning and resources

• 7. Current support available for autistic students in WA public schools

  • 7.1 Specialist Learning Programs for students with autism (SLP)

  • 7.2 Intensive Intervention Programs – Autism (EIIP)

  • 7.3 Southwest Key Support Specialist Team (KSST)

  • 7.4 Geraldton Lighthouse model

8. Strategies in other jurisdictions that support school systems to respond to the needs of

   • autistic students, and the applicability of those strategies to WA

   8.1 Strategies in other jurisdictions that support school systems to respond to the needs of - autistic students

   8.2 Applicability of strategies in other jurisdictions that support school systems to respond to the - needs of autistic students, to WA

D23/1233353 26 June 2023

Inquiry into support for autistic children and young people in schools

Submission to the Education and Health Standing Committee

1. Introduction

The Department of Education welcomes the opportunity to respond to the Education and Health Standing Committee’s inquiry into support for autistic children and young people in schools.

Our schools strive to provide quality education to all students in a safe, inclusive and caring learning environment. The Department values working with parents and families as critical partners in student learning outcomes and is strongly committed to providing quality education to every student to help them achieve their potential, and to support teaching and learning excellence in every classroom.

Our vision and strategic directions

The Department aims to deliver a high-quality education to every student in all learning environments. We are committed to all students achieving their best and being lifelong learners who contribute actively to their communities and to society.

The Department recognises that the best outcomes for neurodiverse students and students with disability are achieved when we work with parents, allied health providers and agency partners. In this context, the Department is a key agency partner when implementing the Western Australian State Disability Strategy.

The Department of Education would be willing to provide more specific and detailed information about this submission throughout the inquiry process.

2. Background

The Department provides public education for children and young people throughout Western Australia (WA). This caters for all students, including academically gifted students, students with special educational needs, and students from vulnerable communities.

WA public schools operate within a unified system but retain a high level of school autonomy. This system is distinguished by consistent system governance, accountability and support structures, alongside the empowerment of principals and school communities to respond to their contextual needs and circumstances. The Independent Public Schools (IPS) initiative was at the forefront of the reform to establish this system.

D23/1233353 1 26 June 2023

The Department recognises the importance of partnering with families, communities and agencies to support the educational engagement of every student. The Department’s regulatory framework requires public schools to engage with families and relevant agencies to meet the needs of their students and the school community. The participation of students, staff and community members with disability is supported by accessible and inclusive services, facilities, events, information, employment, consultations and complaint processes. A range of education and employment policies and programs contribute to building and enhancing inclusive and equitable learning and work environments.

The WA public education system is guided by the United Nations Sustainable Development Goal 4: ‘Ensure inclusive and equitable quality education and promote life-long learning opportunities for all’, along with the Mparntwe Education Declaration. The concept of diversity is embedded within the Western Australian Curriculum and Assessment Outline. Teaching and learning practices are aligned with the Disability Discrimination Act 1992 (C’th) and the Disability Standards for Education 2005.

WA public schools are expected and supported to cater for the needs of a diverse range of students, including students with disability. Inclusion is the typical experience of students with disability in public schools, including students with Autism Spectrum Disorder (ASD).

In March 2023, there were 11,623 students with autism in receipt of targeted funding enrolled in public schools. Of these, approximately 78% attended a local public school, commonly referred to as a ‘mainstream’ school. More information regarding the prevalence of autism and school enrolment is provided in section 4 of this submission.

The student-centred funding model provides schools with the flexibility to retain, engage or fund supports and services as deemed appropriate to student and school needs, including the flexibility to determine their staffing profile and the specialist support services with which they contract or engage, such as speech pathologists, occupational therapists, psychologists and behaviour therapists.

To support students with disability, public schools are provided with supplementary funding through the Individual Disability Allocation (IDA) and the Educational Adjustment Allocation (EAA).

• The IDA is provided to schools to support students who meet specific eligibility criteria and require high levels of adjustment. Schools can apply for IDAs to support teaching and learning adjustments for students with disability, including ASD. Funding is differentiated depending on the needs of the student within their learning environment.
• The EAA is provided to mainstream schools automatically to assist them to make teaching and learning adjustments to support students with a broad range of needs.

From 2023, the EAA will expand to support more students with additional learning needs in developing their literacy and numeracy skills. Public schools will be provided with an additional $44.4 million over the next 5 years to further support students with a diverse range of learning needs, without the need to apply for an IDA.

Public schools have the flexibility to use their one-line budgets to implement teaching and learning adjustments and create responsive staffing profiles and learning support teams that best meet the needs of their students and school contexts. Adjustments may include access to appropriate technology or specialised equipment, modifying the curriculum, alternative methods of assessment, or accessibility enhancements to school buildings or grounds.

D23/1233353 2 26 June 2023

Schools may apply for an IDA for students with a disability. Eligibility for this funding is based on 8 disability categories (ASD, deaf and hard of hearing, global developmental delay, intellectual disability, physical disability, severe medical health condition, severe mental disorder and vision impairment). Explicit criteria are applied and evidence of eligibility against each criterion is required from relevant medical practitioners or professionals.

In 2021, the Department aligned its IDA eligibility criteria for students with ASD to the National Guidelines for the Assessment and Diagnosis of Autism Spectrum Disorder. The Guidelines recommend a nationally consistent, best practice process for the assessment and diagnosis.

The number and proportion of the total student population who meet eligibility for an IDA in the ASD indicated group has increased over time. The continued growth in eligibility for an IDA is reflective of improvements in diagnosis and consistent with trends across Australia.

To strengthen stakeholder consultation processes and ensure that the views of people with disability receive proper consideration, the Department has established a Disability and Inclusion Advisory Group and Disability and Inclusion Consultative Committee.

• The consultative committee, comprised of people with lived experience of disability, will provide feedback to the advisory group and support the Department to develop an ongoing process of consultation and collaboration with people with disability.
• The advisory group, comprised of representatives from the broader disability community, including peak disability advocacy groups, agency partners, researchers and universities, will inform key Department reform agendas affecting students with disability.

A cross-sector working party has been established by the Department of Education, Western Australian Country Health Service, Child and Adolescent Health Service, and Department of Communities – Disability Services, with a focus on autism assessment and diagnosis in WA.

Schools have access to a range of face-to-face and online professional learning and in-school professional support to assist teachers to make teaching and learning adjustments, including:

• consulting teachers from the Schools of Special Educational Needs – SSEN – (Disability, Sensory, Medical and Mental Health, and Behaviour and Engagement) who work to build the capability of teachers in classrooms
• school psychologists, who can support the school to meet student learning needs and develop personalised learning plans
• online professional learning and resources to build staff capability to support students with disability.

3. Regulatory framework (legislation and key policies)

All educators and education providers in Australia have obligations under the Disability Discrimination Act 1992 and the Disability Standards for Education 2005 to support students with disability. These obligations include:

• making reasonable adjustments allowing students with disability to participate and learn on the same basis as students without disability
• preventing harassment and victimisation of students with disability
• consulting regularly with students with disability and their parents and caregivers to develop reasonable adjustments and address concerns as they arise.

Under the Equal Opportunity Act 1984, the Department cannot lawfully discriminate against a student on the grounds of the student’s impairment by denying the student access, or limiting the student’s access, to any benefit provided by the educational authority.

D23/1233353 3 26 June 2023

The School Education Act 1999 requires principals to consult with the student’s parent or guardian, the student’s current or prospective teachers and, if appropriate, the student, and to take into account the wishes of the parent or guardian and the student when determining an appropriate educational program.

The Department of Education’s Students at Educational Risk policy and associated procedures require schools to develop and implement processes to identify, provide for, monitor and report on students who may be at educational risk, including students with disability. This includes consulting with parents regarding the teaching and learning adjustments that are provided to students with disability who are at educational risk. Principals and teaching staff are required to develop documented plans (e.g., individual education plans, behaviour support plans, transition plans, and/or risk management plans) where a student is receiving substantial or extensive adjustments related to a disability, and/or has complex and challenging behaviours or presents a risk of harm to themselves or others.

The Department’s revised Enrolment in Public Schools policy, procedures and Enrolment Framework for Students with Disability in Public Schools (effective July 2022) has a focus on:

• communicating with students and their parents regarding the specific needs of the student and health professional recommendations to provide reasonable and appropriate adjustment to curriculum access
• actively engaging parents and students in negotiating access to relevant programs and documented planning
• provision for students with disability, including the entitlement of students with disability to enrol in their local public school
• enrolment in Department education support settings and programs having specific eligibility requirements
• the development of approaches to support student attendance, including promotion, prevention of absence and response.

The policy on enrolment in public schools indicates education provision for students with disability which includes:

• local schools with appropriate teaching and learning adjustments, and access to specialist disability support services
• specialist programs in identified schools for eligible students with ASD
• endorsed specialist programs in identified schools for eligible students who are deaf or hard of hearing
• specialist education support programs for eligible students with disability in education support schools, education support centres, and identified local public schools (mainstream schools) with an endorsed education support program
• language development centres for eligible students with speech and language impairment.

D23/1233353 4 26 June 2023

4. Prevalence of ASD in Western Australian public schools

4.1 Number of students who were eligible for an Individual Disability Allocation in the

ASD indicated group by school type at 17 March 2023

School type	No of students enrolled
Local mainstream school	8,655
Specialist Learning Programs – Autism	325
Education Support School	2,643
Total	11,623

Source: Department of Education, Disability Resourcing System

4.2 Number of students eligible for an IDA per education region at 17 March 2023

Education region	Autism Spectrum Disorder	Global Developmental Delay	Hearing Impairment	Intellectual Disability	Physical Disability	Severe Mental Disorder	Severe Medical Health Condition	Vision Impairment	Grand total
Goldfields	285	3	18	27	13	8		2	356
Kimberley	96	7	28	14	14	16	1	2	178
Midwest	393	3	16	28	18	23	3	2	486
North Metropolitan	4,011	128	199	405	272	233	54	34	5,336
Pilbara	244	2	19	12	19	5	1	3	305
South Metropolitan	5,158	129	180	649	315	165	57	38	6,691
Southwest	1,188	30	46	117	66	51	26	18	1,542
Wheatbelt	248	6	13	23	21	25	3	3	342
Grand total	11,623	308	519	1,275	738	526	145	102	15,236

Source: Department of Education, Disability Resourcing System

D23/1233353 5 26 June 2023

4.3 Number of students eligible for an Individual Disability Allocation by year group at

17 March 2023

Year level	ASD	GDD	HI	ID	PD	SMD	SMHC	VI	Grand total
KIN	393	141	19	15	33		20	1	622
PPR	654	164	28	28	37	5	21	4	941
Y01	948	3	36	45	72	8	21	4	1,137
Y02	1,046		42	56	65	19	37	10	1,275
Y03	1,100		38	48	72	30	11	6	1,305
Y04	1,107		50	85	67	56	9	13	1,387
Y05	1,114		53	73	69	73	7	8	1,397
Y06	1,077		60	87	58	60	8	10	1,360
Y07	869		44	102	49	42	2	5	1,113
Y08	798		43	115	52	64	3	6	1,081
Y09	734		31	126	48	48	4	11	1,002
Y10	693		20	135	34	41	1	10	934
Y11	582		30	150	40	51	1	7	861
Y12	474		25	171	35	28		6	739
Y13	34			39	7	1		1	82
Grand total	11,623	308	519	1,275	738	526	145	102	15,236

Source: Department of Education, Disability Resourcing System

5. Eligibility requirements for supplementary funding

Eligibility for an IDA in the ASD category is in accordance with:

• Diagnostic and Statistical Manual of Mental Disorders – 5th edition (DSM-5, American Psychiatric Association, 2014)
• National Guideline for the Assessment and Diagnosis of Autism Spectrum Disorder in Australia.

5.1 Eligibility documentation requirements

To be eligible, students need a signed letter, or a statement that is embedded within the text of a full report from eligible practitioner/s. The letter or statement needs to:

• state the diagnosis
• state the current levels of severity (support, substantial support, or very substantial support)
• specify whether the diagnosis is:
  • with or without intellectual impairment
  • with or without accompanying language impairment
• list the names of the diagnosing practitioners
• state that all practitioners confer and agree with the diagnosis if the assessment was completed by a consensus team.

If the assessment is undertaken by a single practitioner, a statement from a second practitioner is also required to confirm that:

• the practitioners have conferred following the completion of all assessments
• each practitioner agrees with the diagnosis and levels of severity.

D23/1233353 6 26 June 2023

5.2 Eligible practitioners

Students can be assessed for ASD using a single practitioner pathway or a consensus team pathway. The choice of practitioner and the number of practitioners involved in the assessment of functioning is determined by the assessment team. This is applied to students of all ages.

Consensus Team Pathway

If a consensus team pathway is taken, the ASD assessment is conducted by either a:

• medical practitioner with specialist registration in community child health, general paediatrics, psychiatry or neurology, or who has a general registration with at least six years of relevant experience in assessing neurodevelopmental disorders
• psychologist with practice endorsement in clinical psychology, educational or developmental psychology, or neuropsychology.

At least one additional diagnostician is selected to join the diagnostic team. The decision is based on their skills and expertise and can be:

• a psychologist with general registration
• a speech pathologist
• an occupational therapist who has experience assessing ASD.

Single Clinician Pathway

If a single practitioner pathway is taken, the ASD assessment is conducted by either a:

• medical practitioner with specialist registration in community child health, general paediatrics, psychiatry or neurology, or who has a general registration with at least six years of relevant experience in assessing neurodevelopmental disorders
• psychologist with practice endorsement in clinical psychology, educational or developmental psychology, or neuropsychology.

The diagnosis must be verified by an eligible second practitioner with skills and expertise in the assessment and diagnosis of autism.

5.3 Interim IDA while the student is on a waitlist for assessment

Students are eligible for an interim IDA if they can provide a letter from the assessing practitioners or government agency confirming they:

• have been accepted for an ASD assessment
• are on the waitlist for assessment
• have an ASD assessment scheduled.

A request for consent or a referral is not considered evidence.

An interim IDA is not available if the student has previously not met the ASD criteria and is re-referred for assessment.

5.4 Resources and support provided by allied health professionals on school sites

The Department recognises the best outcomes for students with disability are achieved when therapy and educational goals are aligned. Planning for students’ educational needs is typically undertaken in partnership with parents, and considers the therapeutic goals aligned with educational outcomes. Parents are supported in the process of requesting external providers to deliver services during school hours through publicly available documentation on the Department’s website.

Schools ensure the most appropriate arrangement for delivering support is made by:

D23/1233353 7 26 June 2023

• discussing with the parent the student’s goals, how the therapy service will be delivered, the access arrangements and when the access arrangements will be reviewed
• ensuring providers making a direct request have consent from the student’s parent
  • all requests are in writing and directed to the school principal
  • come from the student’s parent or with the student’s express consent.

Schools and service providers have a shared interest in achieving positive educational outcomes for students with disability. Schools, families and service providers are committed to supporting students to reach their potential, enjoy meaningful relationships and participate in their communities.

Parents may engage external service providers to deliver services to their child when they require additional health, disability or wellbeing support. In some circumstances, it may be appropriate for these services to be delivered at school to ensure the student receives the best support and can participate fully in school. Working together as a team, schools, parents and providers can achieve the best educational outcomes for students.

The services offered by the provider may align with or complement the reasonable adjustments being provided by the school to facilitate the student’s access to education. If the service does not link with the student’s learning needs or enhance access to education, the service may be better delivered outside of school hours. The Department expects that school principals, or their nominee, will work with families to determine the best approach to service delivery in their schools.

Through close consultation with school leaders, parents, disability advocacy peak organisations and therapy provider peak organisations, guidelines and additional resources to enhance interconnected home-school-therapy approaches were published on the Department’s website in Term 4, 2021.

Information for parents and service providers about supporting students during school hours is available on the Department’s website, including a video for parents to help them determine the most appropriate arrangement to deliver the support required for their child.

6. Professional learning and resources for educators in WA public schools

To build staff capability to support students with ASD, WA public schools have access to professional support and a range of professional learning and resources. SSEN: Disability (SSEN: D) builds the capacity of public schools to ensure students with disability (diagnosed or imputed), including ASD, can access the curriculum on the same basis as their peers. SSEN: D promotes inclusive learning environments through research and evidence-based practice. School principals or their delegates can request assistance from SSEN: D for students.

6.1 Consultancy support

SSEN: D provides individualised support to school staff through coaching and modelling of evidence-based strategies and the collaborative development of documented planning to effectively support students with ASD. When allocating consulting teacher support, the skill set of the consulting teacher is aligned to the identified student need. SSEN: D staff are highly experienced in providing specialised support. A number of staff have completed their Masters in Education and are Certified Behaviour Analysts, and a considerable number are engaged in postgraduate study in disability.

In consultation with speech pathologists, SSEN: D consulting teachers specialising in Assistive Technology upskill school staff in the use of Augmented and Alternative Communication, both

D23/1233353 8 26 June 2023

in low-tech and high-tech options, and in the role of communication partners. SSEN: D can assist in setting up low-tech options to facilitate basic and functional communication.

The Key Support Teacher is a proactive model that is aimed at developing system sustainability through training and coaching to promote exemplary school practice to support students with ASD. The program provides the opportunity for targeted schools to further develop Key Support Teachers’ knowledge in understanding ASD and strategies to address the diverse needs of these students.

6.2 Professional learning and resources

SSEN: D provides research and evidence-based professional learning and resources, including fact sheets, guides and support materials to assist educators to implement and embed teaching and learning adjustments to meet the needs of students with disability. SSEN: D has a professional learning catalogue that outlines all available professional learning and delivery modes to best inform schools, including face-to-face, self-paced and remote opportunities. All SSEN: D-developed professional learning goes through a thorough consultation process, including student voice, subject matter experts, school-level and community feedback.

Examples of the SSEN: D professional learning and planning supports available to schools include the following.

• The Autism Spectrum Disorder Module supports schools and educators to build their knowledge, understanding and use of evidence-based strategies for students with ASD in our schools. The module is made up of 5 sequential sessions. The external subject matter experts for the development of these modules included Dr Andrew Whitehouse (Telethon Kids Institute, Clinikids) and the Autism Association WA.
• Self-Regulation and Social Cognition examines the impact of school life on students with ASD and those with anxiety. It highlights the characteristics of anxiety and how social cognition deficits can affect those areas. The importance of self-regulation and co- regulation to tolerate stress is highlighted. Reference is made to the Abilities Based Learning and Education Support (ABLES) Assessment Tool and Personal and Social Capabilities goals in the Reporting to Parents – Special Educational Needs (RTP-SEN) platform for educators.
• Robust Communication Systems introduces educators to Augmented and Alternative Communication (AAC) and supports students with complex communication needs. Participants learn about what makes an AAC system robust and gain an understanding of how communication systems support language development and learning. It features Western Australian schools working with students in mainstream primary and secondary contexts.
• Supporting Successful Transitions assists schools and educators to put in place robust processes to ensure the successful transition of students with disability and additional needs between school contexts. In addition to conceptual knowledge around transition, participants are introduced to the Guide to Transition, a collection of tools and templates to plan for and track transition. Participants can access support from experienced consultants to advise around their transition planning.
• Introduction to Consultative Collaborative Support (ICCS) provides personalised consultative support that empowers school staff to meet the needs of students with disability. Through coaching, access to quality-assured resources and guided planning, SSEN: D provides schools with specialised expertise designed to enhance the supports for students with additional needs.
• SSEN: D Early Years: Proactive Planning examines how early years educators can set up effective learning environments to support students with disability and developmental delay. Participants develop practical skills that allow them to apply evidence-based strategies, such

D23/1233353 9 26 June 2023

as visual supports, within their own contexts. Participants are provided with practical tools, such as templates and an environmental audit, that can be transferred into the classroom.

• Effective Utilisation of Education Assistants explores ways of upskilling education assistants and preparing teachers to work effectively with education assistants. This module is based on comprehensive research and highlights practices to improve the learning outcomes of students. In this module, education assistants learn explicit strategies to promote student independence, while teachers and school leaders learn how best to support education assistants in their support of students.
• Reporting to Parents – Special Educational Needs (RTP-SEN) Foundations is designed to introduce the many features of RTP-SEN that enable educators to effectively plan for and report achievement of students with additional needs. In RTP-SEN Foundations, participants are introduced to case studies and illustrations of practice in which educators are successfully using the RTP-SEN online tool.

7. Current support available for autistic students in WA public schools

The Department provides a range of specialist programs, facilities and services for students requiring teaching and learning adjustments, including students with ASD. Most students with disability attend local schools. The Department recognises that working in partnership with parents and families, sharing goals and conducting meaningful consultations is critical to improving student outcomes. Parent guidance and preferences are integral to the development of a student’s learning program and consultation is therefore essential. While parents are recognised as the experts regarding the needs of their children, the Department does remain responsible for developing and implementing learning programs, and for the outcomes achieved by their students.

The Department’s specialist programs, facilities and services for students with disability align with the Department’s commitment to provide parental choice about the educational environment for their child. This enables a student to access educational programs at critical developmental points, depending on a student’s changing needs. It also enables parents of children with disability to explore enrolling their child at either their local public school, a school that offers a specialist program that meets the teaching and learning needs of their child or a specialist education support facility.

At present, students with ASD may be eligible to attend one of the following programs/schools:

• Education Support Schools, which are located on stand-alone sites, some of which are situated in educational precincts
• Education Support Centres, which are co-located on mainstream school sites, but with their own principals
• Endorsed Education Support Programs, which are integrated into mainstream school sites under the management of the mainstream principal
• 16 Specialist Learning Programs for students with Autism Spectrum Disorder, which are integrated into 8 primary and 8 secondary schools under the management of the mainstream principal. Eight new programs will open over 2023 and 2024
• 4 Early Intensive Intervention Programs for students with Autism Spectrum Disorder in Kindergarten and Pre-Primary, located in Education Support Centres
• 2 SSEN: Sensory Early Childhood Services, if the child also has a sensory disability.

All students with ASD can apply to enrol at a public school. Students from Pre-primary to Year 12 have a guaranteed place at a public school if they live in that school’s local intake area. This applies to all students, including those with disability. A Kindergarten student may be offered a place at a public school that is as close as possible to their home if a place is not available at their local school.

D23/1233353 10 26 June 2023

7.1 Specialist Learning Programs for students with Autism Spectrum Disorder (SLP)

Between 2016 and 2020, 16 SLPs were established within mainstream schools to cater for students with ASD without accompanying intellectual impairment. These programs are for students who can access age-appropriate curriculum but are disengaged as a result of social, emotional and/or behavioural issues and challenges directly attributed to the impact of ASD. SLPs are unique in the Australian schooling context in terms of:

• their location within mainstream schools
• the emphasis on evidence-based strategies, including the principles of Applied Behaviour Analysis and Positive Behaviour Support, alongside the delivery of the mainstream curriculum
• participation of school-based staff in a development program the year prior to becoming operational
• the Kindergarten to Year 12 nature of the program with exit option points.

The Department recognises there are different understandings of Applied Behavioural Analysis and clarifies that contemporary Applied Behavioural Analysis practices should not be confused with older, traditional Applied Behavioural Analysis approaches that incorporated the use of punishment. Schools may incorporate the principles of contemporary Applied Behavioural Analysis to study and modify behaviour through consistent reinforcement, in a context that fully recognises that behaviour in students with disability may be a symptom or manifestation of their disability.

Parents may apply to enrol their child in a program the semester before each program opens. Parents apply directly to the school at which the program is located.

In March 2022, the State Government approved additional funding of $18.2 million for the expansion of the SLPs into 8 new schools – 2 schools in 2023, 4 schools in 2024, and 2 schools in 2025. The new programs will open in pairs of partner primary and secondary schools.

• In Semester 2, 2023, programs will open at Hampton Park Primary School and Hampton Senior High School.
• At the start of 2024, programs will open at Wattleup East Primary School and Hammond Park Secondary College; and at Westfield Park Primary School and Kelmscott Senior High School.
• At the start of 2025, programs will open at Dayton Primary School and Kiara College.

7.2 Intensive Intervention Programs – Autism (EIIP)

EIIPs provide a structured learning program for students with ASD or Global Developmental Delay (GDD) in the Kindergarten and Pre-primary years.

• EIIPs are based on the principles of Applied Behaviour Analysis for small groups of Kindergarten and Pre-primary-aged children who have an ASD diagnosis.
• The program aims to equip these students with the skills necessary for entry into a mainstream Year 1 class, with the transition supported by a shared placement in the Pre-primary year.

Three programs are located in the metropolitan area and one in a regional centre. All programs are based at Education Support Centres. Programs are located at Canning Vale Education Support Centre, Meadow Springs Education Support Centre, Mount Hawthorn Education Support Centre and Spencer Park Education Support Centre in Albany.

D23/1233353 11 26 June 2023

7.3 Southwest Key Support Specialist Team (KSST)

The KSST program is aimed at developing specialist ASD teams in schools.

• Typically, the team consists of a deputy principal, learning support coordinator, teacher and education assistant.
• Originally a tailored program run by Cooinda Primary School and based on the SSEN: D Key Support Teacher program, the KSST program has changed its methodology after a review process following its first year of operation.
• Moving forward, schools identified to participate will receive professional and action learning in ASD, multi-tiered supports and curriculum differentiation from a SSEN: D consulting teacher.
• Follow-up support in the school, including mentoring and modelling, will be provided by an expert panel sourced from schools in the Southwest region. SSEN: D is providing 0.6 FTE in this collaboration with the Southwest Education Regional Office.

7.4 Geraldton Lighthouse model

The Geraldton Lighthouse model is a targeted professional learning program, driven by the needs of schools, to address the specific needs in the Geraldton area.

• This is an investment in early intervention in the primary years to stabilise and support the high numbers of students with ASD.
• The model provides students with ASD in the Geraldton area with a continuum of service, including improved coordination of multi-agency services and support.

D23/1233353 12 26 June 2023

8. Strategies in other jurisdictions that support school systems to respond to the needs of autistic students, and the applicability of those strategies to WA

8.1 Strategies in other jurisdictions that support school systems to respond to the needs of autistic students

State/territory	Current initiatives	Specialist autism schools
New South Wales	The New South Wales Department of Education has an Inclusive Practice Hub, which has evidence-based strategies, best practice tips, and curriculum considerations. NSW also has a specific professional learning course which has a focus on autism.	Support classes are located in some mainstream schools, as well as Schools for Specific Purposes. They are available for students with a confirmed disability as defined by the Department’s disability criteria and who have moderate to high support needs. Support classes cater for students who have autism.
Queensland	Prior to school, children with an autism diagnosis or a suspected autism diagnosis can access Early Childhood Development programs to enable them to develop skills and access education specialists to support their participation in kindergarten and successfully transition to school. Once students are enrolled, educators in Queensland have access to a range of specialist supports to help make reasonable adjustments for students with autism, including speech pathologists, occupational therapists, physiotherapists, registered nurses and guidance officers. In addition, the Queensland Department of Education Autism Hub builds the capability and confidence of school leaders, teachers and parents to improve educational outcomes for students with autism. The Autism Hub offers a range of services and resources to support schools and parents to include, engage and retain students with autism, including an advisory service providing specialist advice, professional learning for teachers, workshops for parents, a website providing evidence-based resources (e.g., guided functional behaviour assessment tool), an Autism Reflection Tool, and 2 principal advisors, autism in each education region across the state focused on building the capability of school communities.	There are independent autism-specific schools in Queensland. One is the Autism Queensland (AQ) school, which comprises 3 education campuses located in Brisbane at Brighton and Sunnybank Hills and in Cairns at Edmonton. The AQ school campus shares a part-time enrolment with the student’s base school supporting students to transition back into their local school after a period of time. Other autism-specific schools include the Sycamore School and Josiah College, which commenced in April 2018. Both provide educational programs for Junior and Senior school-aged students with autism.
South Australia	The South Australian Department for Education has appointed an Autism Inclusion Teacher into all public primary schools to build statewide	There are autism-specific schools in South Australia. One such school is the Aspect Treetop School in Ashford, which provides ‘dynamic,

State/territory	Current initiatives	Specialist autism schools
	The Diverse Learners Hub supports the implementation of every pillar. It is a centre of excellence to build education workforces who are equipped to meet the learning and wellbeing needs of diverse learners, with a focus on autistic students, through the provision of evidence-based coaching, teaching resources, professional learning and resources for schools, parents and students. The strategy is part of Disability Inclusion, the Victorian Government’s nearly $1.6 billion investment into inclusive education. Disability Inclusion delivers new resources and initiatives to help schools to better include children with disability. They include:

• more professionals in schools who are experts in disability
• coaching
• professional learning
• evidence-based guidance and resources
• scholarships for school staff.

Disability Inclusion introduces a new, functional needs-based tiered funding model for students with disability with additional funding for schools to help students with disability take part in their education on the same basis as their peers. | students with specific disability and high needs. These settings include 8 Victorian government autism-specific specialist schools:

• Bulleen Heights School
• Eastern Ranges School
• Jacana School for Autism
• Jennings Street School
• Northern School for Autism
• Niddrie Autistic School
• Southern Autistic School
• Western Autistic School. | | Australian Capital Territory | The Australian Capital Territory Department of Education provides targeted funding for students diagnosed with ASD and with significant deficits in adaptive behaviour established by a score of 70 or below on 2 or more domains on an approved standardised test of adaptive behaviour. | All public primary schools, high schools (7-10) and colleges (11-12) in the ACT also have disability education programs available to eligible students with ASD and/or intellectual disability, which offer smaller class sizes and a dedicated space for regulation. All eligible students with disability can also access the Inclusion Support Program, which resources reasonable adjustments in a mainstream classroom with same-aged peers. | | Northern Territory | Student Wellbeing and Inclusion Programs and Services (SWIPS) provide multi-disciplinary support to schools based around a Response to Intervention model and in response to a school submitting a Service Request. Support is provided by a multidisciplinary team, which may include an inclusion advisor (senior teacher), occupational therapist, speech pathologist, school counsellor and/or school psychologist, | The NT has no autism-specific schools but has 5 specialist programs (called CommAut) based at a number of primary schools and centres across the NT. The program caters specifically for students on the autism spectrum, who are primary school age and experiencing significant education and social difficulties in mainstream schools in the respective region. CommAut is regarded as a temporary

State/territory	Current initiatives	Specialist autism schools
	depending on the nature of the request and needs of the school and student. This support could include whole-school or targeted group professional learning on autism and strategies to support in the classroom or individual targeted support for an autistic student (including observations, advice on evidence-based strategies, teacher coaching with implementation and modelling of strategies, reviewing of documented plans, etc).

SWIPS has a partnership agreement with Positive Partnerships and several staff from across disciplines (teachers, psychologists, occupational therapists and speech pathologists) support the facilitation of Positive Partnerships professional learning to schools and parent workshops across the NT, as well as online webinars. SWIPS work with Positive Partnerships to plan delivery of workshops in the NT and identify locations where there is a significant need for support. | intervention program and enrolment is for a fixed period, with a graduated transition schedule for students to engage in their home school. Placement in the program allows students to access a targeted autism education program while the home school is assisted to make reasonable adjustments in preparation for the transition of the student back to their home school. CommAut is funded by the NT Department of Education and SWIPS support the implementation of the program. |

8.2 Applicability to WA of strategies in other jurisdictions that support school systems to respond to the needs of autistic students

Western Australia has some unique characteristics as a jurisdiction that impact upon the provision of education services. With a size of 2,527,013 km2, it is equivalent in size to the 10th largest country on earth (over 10 times the size of the United Kingdom), the second largest country sub-division in the world, and represents nearly a third of Australia’s land mass. It has a population of approximately 2.7 million, with nearly 80% located in the Perth metropolitan area.1 There are approximately 440,000 students enrolled in over 1,100 WA schools, with approximately two-thirds enrolled in 807 public schools.2

Autism strategies

Applicability or equivalent in Western Australia

Autism-specific schools

- The highly centralised population (approximately 80%) in WA restricts the viability of having specialist schools available to students in non-metropolitan areas. While it is possible to locate some in the metropolitan regions (e.g., north and south) and some regional centres (e.g., Bunbury, Kalgoorlie), to provide access to students in remote and very remote areas would not have viable numbers within reasonable transport times.

• The Department currently operates the SLP for students with ASD in 16 schools, with a plan to expand it to another 8 schools. The program provides specialist and intensive support to students with ASD without accompanying intellectual impairment. These programs cater for students who can access age-appropriate curriculum but are disengaged as a result of the social, emotional and/or behavioural issues and challenges directly attributed to the impact of autism. Supports provided include specially trained teachers and individualised planning targeting academic achievement; a focus on organisational skills; social skills with positive peer relationships; and self-regulation. | | Autism hub | - Several jurisdictions maintain content hubs to provide schools with access to professional learning and resources for students with disability, including ASD.
• The Department has 2 hubs:
• Support for students with diverse learning needs hub, which includes a 4-part ASD module (understanding our students with ASD, whole school considerations, understanding and supporting behaviour, and facilitating curriculum access), developed for all Western Australian educators, in consultation with stakeholders, including individuals with ASD.
• Connected Learning hub, which includes curriculum materials and teaching resources that are relevant to students with disability and support teachers to differentiate learning and develop individualised learning approaches. |

1 Australian Bureau of Statistics. (2022, June 28). Snapshot of Western Australia. ABS. https://www.abs.gov.au/articles/snapshot-wa-2021. 2 Australian Bureau of Statistics. (2022). Schools. ABS. https://www.abs.gov.au/statistics/people/education/schools/latest-release.

Autism strategies	Applicability or equivalent in Western Australia
Autism inclusion teacher	- School principals or their delegates can request assistance from SSEN: D, whose specialist teachers provide advice and support for teachers with students with eligible diagnosed or imputed disabilities, including ASD, in the classroom.

• The Department’s school psychology service provides specialist psychological assessment, intervention and consultation services for schools across the state. Support is provided in the main areas of behaviour, learning, and mental health and wellbeing. Support for schools is provided at the individual child, group and whole-of-school level. The current school psychology program includes a dedicated module on ASD and opportunities for further development of skills through the Graduate Certificate in Autism Diagnosis (University of Western Australia), with support available from the Department.
• The State Government has invested $4.58 million over 2022-23 and 2024-25 for the implementation of the Supporting the teaching and learning of students with disability and complex behaviour framework and associated action plan. The framework includes the allocation of $2,260,000 in 2023-24 to facilitate the employment of behaviour support coordinators (16 FTE), who will work with schools to develop systems and processes that support the engagement, wellbeing and achievement of students with disability. | | Inclusive Practice Team | - SSEN: D builds the capacity of Western Australian public school staff to ensure students with disability, including those with ASD (diagnosed or imputed), can access the curriculum on the same basis as their peers. SSEN: D promotes inclusive learning environments through research and evidence-based practice. | | Tasmanian Autism Diagnostic Service | - Access to health services, including diagnosis of neurodevelopmental disorders such as ASD, particularly in regional and remote locations, continues to be an issue in relation to ongoing intervention and support.
• The Department understands the challenges schools face in regional and remote locations and is conscious about developing processes that do not create additional work for schools.
• Examining ways to streamline access to interim IDA funding continues to be a Department priority. In the meantime, students who are on a waitlist for assessment may be eligible to receive interim funding if they can provide a letter from the assessing practitioners or government agency confirming they:
• have been accepted for an ASD assessment
• are on the waitlist for assessment or
• have an ASD assessment scheduled.
• The Department meets regularly with agency partners to consider alternative models to streamline access to interim funding.
• The EAA, which is automatically provided to mainstream public schools as part of their one-line budget to support the implementation of programs and learning supports for students with additional learning needs, will expand to support more students with additional learning needs in developing their literacy and numeracy skills. Public schools will be provided with $44.4 million over the next 5 years to support students with a diverse range of learning needs without the need to apply for an IDA.
• The State Government has invested $4.58 million over 2022-23 and 2024-25 for the implementation of the Supporting the teaching and learning of students with disability and complex behaviour framework and associated action plan. The framework includes the exploration of functional needs approaches to

Autism strategies	Applicability or equivalent in Western Australia
	disability resource allocation, with a view to streamlining access to the IDA.
Targeted funding	- Since 9 August 2021, the Department’s eligibility criteria for an Individual Disability Allocation have been aligned with the 2018 National Guidelines for the Diagnosis of Autism Spectrum Disorder.

• Please refer to section 5 in relation to assessment processes.
• The new criteria will streamline the process and minimise the burden placed on families and schools as assessment will be simplified, waitlists are expected to be shortened, and costs related to assessment will be reduced.
• The state’s investment in the EAA will provide public schools with more than $8.7 million in extra funding in 2023, seeing Western Australia’s student-centred funding model strengthened to provide additional funds for students with complex behaviours and learning difficulties. | | Early Intervention | - The Department operates EIIP support small groups of Kindergarten and Pre-primary aged children who have an ASD diagnosis. These programs aim to equip these students with the skills necessary for entry into a mainstream Year 1 class. There are five EIIPs located in Education Support Centres. | | Multi-disciplinary support | - The Department provides advice and guidance (Service providers in schools - Department of Education) for schools to support collaboration with National Disability Insurance Scheme and other disability service providers to provide the adjustments required for students with disability. This includes schools supporting parents to engage with therapists, such as speech and occupational therapists, and physiotherapists, where it aligns with or complements the reasonable adjustments being provided by the school to facilitate the student’s access to education. |