Understanding Autism “ If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music he hears, however measured or far away ”. Henry David Thoreau 1854 Professor Jacqueline Roberts Autism Centre of Excellence

Key themes Holistic Strengths as well as needs based Difference which will only sometimes be disabling Behaviour of concern, interfering behaviour ASD, ASC, autism Person centered language An autistic perspective Autism Centre of Excellence Griffith University 2 JIM SINCLAIR

The Challenge “Do you think you could find a room just for me with no windows and an opening under the door big enough to pass food through and reading information. That would be great as I wouldn’t have to deal with anyone and I could also read all day which I like doing. I can learn by myself”. Student R. (2004). NSW DEC High School, Year 11 (C) Jacqueline Roberts Griffith University ACE

High rates of problems at school (C) Jacqueline Roberts Griffith University ACE

Why do students with ASD find school such a challenge? Difficulty relating to others, poor functional communication Very different ways of communicating and motivation to communicate. Lack of understanding of hidden curriculum Obsessive insistence on environmental sameness, powerful interests Difficulty following and mastering an unmodified school curriculum (C) Jacqueline Roberts Griffith University ACE

Characteristics of Autism Impacting at School

Tim Sharp: Barbie Queue

Why do we need to find a better way for students with autism? Outcomes typically poor compared to other disability groups Under-achieve relative to cognitive abilities More likely to be targets of bullying High rates of co-morbid mental health problems High rates of absenteeism, suspension, exclusion, home schooling Teachers report highest stress levels associated with autism © J. Roberts ACE

Good practice in autism education Individualised, student centred, student voice Multidisciplinary Strengths based Flexible, life span approach, adaptive behaviour Functional approach to behaviour/PBS Ecological management, 2 way adaptation © J. Roberts, ACE

More Good Practice Hidden curriculum, specific strengths and needs Systematic instruction, structure, routine, visuals Collaborative, family involvement/family support Academic curriculum adaptations and adjustments Data based evaluation and review (C) Jacqueline Roberts Griffith University ACE

Schools that work for Students with Autism How will we achieve these goals? *Inclusive positive school climate/leadership *Professional development (understanding of autism, empirically based intervention, data based decision making) for all staff *School organisation and environmental management, flexibility *Peer support and information *Curriculum, adaptation, adjustment, flexibility *Collaboration and family involvement, holistic approach *Family advocacy and support © J. Roberts, ACE

Capacity Building: Autism friendly school Autism Dyad+ Individual Plan (C) Jacqueline Roberts Griffith University ACE communication social Repetitive behaviour restricted interest Sensory Motor Cognitive © J. Roberts, ACE RESPONSE TO INTERVENTION

SYSTEMS LEVEL Mentoring and support for school leaders Reduced class size Availability of relevant PD Adequate teacher planning time Availability of appropriately trained support personnel Collaborative multi disciplinary problem solving relationships Successful Schools for Students with Autism SSSA

SSSSWSSSAhat the research suggests we need Leadership vision and capacity Whole school ownership, positive climate Flexibility Functional approach to behaviour/PBS Systematic instruction, structure, routine, visuals Multi disciplinary Collaborative, family involvement/family support Ecological management, 2 way adaptation SCHOOL LEVEL © J. Roberts, 2013

What the research suggests we need Individualised Program, collaborative, multidisciplinary Coordinated Holistic Autism specific Strengths based approach Hidden curriculum, Academic curriculum adaptations and adjustments Systematic instruction, structure, routine, visuals Generalisation strategies Transition support Data based evaluation and review © J. Roberts, 2013 STUDENT LEVEL

Jim Sinclair 1993 “Autism” is a way of being, It is pervasive, it colours every experience, every sensation, perception, thought, emotion and encounter, every aspect of existence. It is not possible to separate the autism from the person- and if it were possible, the person you had left would not be the person you started with”.

ASD & school: square pegs in round holes ‘ For some people school is like fitting a square peg in a round hole. For me at the moment the hole (school) has changed its shape slightly to accommodate me and the square peg (me) has tried to soften its edges. So a better description would be a rounded square trying to fit itself into a circle with sticky out bits.’ (Luke Jackson, 2003) (C) Jacqueline Roberts Griffith University ACE Painting of Laserbeak man by Tim Sharpe

Autism Centre of Excellence

Graduate Certificate in Autism Studies – 40 CP : What is Autism Spectrum Disorder? – 10 CP (sem 1&2). FIRST : Engaging with Learning and ASD – 10 CP (sem. 1 & 2) : Communication for Individuals with ASD – 10 CP (sem. 1&2) : Social/Emotional Learning, Restrictive/Repetitive Behaviour and ASD– 10 CP (sem. 1 & 2) 19

First must complete the Graduate Certificate (40 CP) 1. What is Autism Spectrum Disorder? – 10 CP 2.Engaging with Learning and ASD – 10 CP 3.Communication for Individuals with ASD – 10 CP 4.Social/Emotional Learning, Restrictive/Repetitive Behaviour and ASD– 10 CP Masters of Autism Studies (80 CP) 1.Transitions for Individuals with ASD – 10 CP 2.Positive Communities of Practice – 10 CP 3.Evidence-Based Practices and ASD– 10 CP 4.Special Topics and ASD – 10 CP 5.Understanding Research -10cp 6.Introduction to Research Methods -10cp 7.Independent research study 40cp 20

First must complete Graduate Certificate (40 CP): 1.What is Autism Spectrum Disorder? – 10 CP 2.Engaging with Learning and ASD – 10 CP 3.Communication for Individuals with ASD – 10 CP 4.Social/Emotional Learning, Restrictive/Repetitive Behaviour and ASD– 10 CP Then complete Master of Education and Professional Research (Autism Studies) 80 CP 1.2 research courses (20 CP) 2.60 CP thesis 21

Research at ACE CRC SSSA Parent program EBP in schools and preschools Communication and Autism HDR Topics from girls to ipads, anxiety to telehealth and music therapy