To the Senate Select Committee on Autism, Committee Secretariat
Please consider my submission in response to the Committee’s following terms of reference in my capacity as a researcher and teacher educator in inclusive, education and autism. My comments are also informed by my experiences as a parent of a child with autism.
International best practice with regards to support services and education and their effectiveness.
The Australian Government has invested substantial funds into education research for children with autism and national level professional learning for educators (e.g., the Autism CRC https://www.autismcrc.com.au/ and Positive Partnerships https://www.positivepartnerships.com.au/ ). These initiatives have led to improved understanding of autism and understanding of best practices in schools, however, given the recent reports from the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability (2020), evidence suggests this has not led to significant change in practice within schools. For this to happen, a significant investment in professional development, on the part of education systems is required. The responsibility for funding such an investment is not the focus of this submission. Rather, this submission emphasises the importance of careful consideration of the types of professional development required that will move from awareness and understanding to changes in educational practice.
Raising awareness and improving knowledge and understanding is an important achievement to be recognised, developing understanding is a necessary part of change, but it is not enough to lead to changed practices in schools. This has been a consistent finding in evaluations of projects focussed on the professional learning of teachers to support students with autism and other disabilities (Bissaker et al., 2018; Jarvis et al., 2020). Investing in professional learning that demonstrates change in teacher practices and measuring the extent of changed practices are essential to improving the outcomes for children and young people with autism.
Recommended best practices to support children with autism in education, are also recommended practices in inclusive education. For example, the use of Positive Behaviour Support (PBS), visual supports, and systematic instruction, while recommended for children and young people with autism, are recommended for many children with learning and/or behavioural difficulties.
To invest in the education of children with autism and to improve their educational outcomes, schools (and systems) must truly invest in inclusive education that incorporates best practices for children with autism and all children with disabilities. This may be an efficient systemic method to address the needs of children with autism while also addressing the needs of other students who experience difficulties at school. To improve outcomes for children and young people with autism, the professional development for educators must be (a) sustained and onsite, (b) delivered by those who have expert knowledge, and (c) are able to work directly with schools and their leaders to build their capacity. The usual investments of workshops or online short courses do not lead to change in teachers’ practice in the classroom (Bissaker, McMillan & Tippett, 2018).
Related to this, schools need specialist teachers who can provide the expertise required on-site, in every school. This by no means, is a recommendation for segregated services. Specialist educators are not synonymous with special or separate settings. Specialist teaching and specialist support for general educators can be provided in all schools. General educators require guidance and support from an expert in inclusive education and in designing personalised education programs for students with autism and ensuring their implementation and monitoring. These specialist educators will have the capacity to lead student support teams and coach educators on-site to work collaboratively with generalist or subject specific teachers.
This collaborative approach is often embedded within a Multi-tiered System of Support, whereby school teams are responsible for implementation and monitoring of programs and practices that support the needs of diverse students, including those with autism. Specialist educators require credentials that demonstrate knowledge, understanding and skills to teach and design personalised learning for all students with disabilities, including those with autism who may have complex support needs. These systemic practices are challenging to implement and require a coordinated, collaborative, and sustained effort from multiple stakeholders, including educational jurisdictions, universities and disability service providers who support students with autism in schools.
Without investment in sustained professional learning, specialist educators who can support general education teachers on site, and coordinate school-based student support teams within a tiered system of support, we are unlikely to see systemic implementation of evidence-based practices for students with autism in schools. I am hopeful that the recommendations of the Committee will lead to actions that promote change.
I thank the Senate Select Committee on Autism for consideration of my submission.
Dr Julie McMillan
References
Bissaker, K., McMillan, J. and Tippett, N. (2018). Autism spectrum disorder professional learning project: Phase 2 final report. Department for Education. Jarvis, J., McMillan, J., Bissaker, K., Carson, K., Davison, J., & Walker, P. (2020). Inclusive
School Communities Project: Final Evaluation Report. Julia Farr Association
Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability. (2020). Interim Report of the Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability. Commonwealth of Australia. https://disability.royalcommission.gov.au/publications/interim-report