1. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Leading the development of an Interdisciplinary Autism Specific Early Childhood Education Service Sandie Wong (swong@csu.edu) & Kay Turner (k.turner@sdn.org.au) Paper presented at the ISCAR Congress, 29 September- 3 October 2014k.turner@sdn.org.au

2. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education The Context Autism Spectrum Disorder 6 Federally funded Autism Specific Early Learning & Care Services in Australia – NSW, QLD, SA, Tas, Vict & WA Evaluation – Australian Government Department of Social ServicesAustralian Government Department of Social Services New South Wales State Government Department of Family and Community Services, Ageing, Disability, and Home Care SDN Beranga

3. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education SDN Beranga – we belong Early Childhood Education & Care LDC Enabler Expertise of early childhood educators, psychologists, occupational therapists, social workers and speech language pathologists – cook.

4. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Problem Most effective way of working with children and families with complex needs is through interprofessional practice. Limited literature exploring leadership in interprofessional ECEC teams. Purpose of Project To document leadership experiences, challenges and learnings as Kay strove to develop a collaborative, inter- professional team at SDN Beranga – during the establishment phase of the service.

5. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Method Collaborative research design. pragmatic, epistemological & ethical rationales negotiated partnership “difficult issues... [and] daunting challenges” (Barnett & Frede, 2001, p.8) CHAT (Engeström, 1987) – descriptive & transformative. Data Collection & Analysis 9 professional reflective sessions / documents / site visits CHAT as heuristic framework Explored tensions

6. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Findings Having a clear vision – a ‘golden thread’ Addressing Challenges – “Knowing when to push ahead and when to dig in your heels” Characteristics of the leader – commitment to rights of children / knowledge, skills & expertise [practice / theory / management], self-reflective & trusting / flexible / emotionally strong. Organisational Supports – flexible working arrangements, trusted, professional freedom, adequate funding, good administrative support

7. TO EDIT GRAPHICS IN THE MASTER SELECT: VIEW > SLIDE MASTER TO APPLY PAGE STYLES RIGHT CLICK YOUR PAGE >LAYOUT Research Institute for Professional Practice, Learning & Education Concluding remarks ECEC settings are complex activity systems CHAT contributed as a boundary object -made visible the multiple aspects of practice -contributed to transformation. Solving ‘real life problems’ that have an impact on children & families