Supporting Students on the Autism Spectrum in Inclusive Schools

Suzanne Carrington is a Professor in education at QUT Australia. She has over 25 years of experience working in universities in teaching, research, international development, and senior leadership roles. Suzanne’s areas of expertise are in inclusive education, ethical leadership, and disability impacting on policy and practice in Australian and international contexts.Beth Saggers is an Associate Professor in the School of Early Childhood and Inclusive Education at QUT Australia. Keely Harper-Hill is the Research Associate for the Enhancing Learning and Teaching education research program of the Autism CRC at QUT Australia.Michael Whelan is an Associate Professor in the School of Creative Practice at QUT Australia. He is also a writer, musician, and autism advocate.

• Part 1 – Introduction. 1. Moving from a special education model to an inclusive education model: Implications for supporting students on the autism spectrum in inclusive settings – An evidence-based approach. Part 2 – Inclusion and school connectedness: A whole-school approach. 2. School connectedness to support student mental health and wellbeing. 3. How to implement a whole-school approach to school connectedness. Part 3 – Enhancing teaching and the learning experience in the classroom: Impact on educational practice for students on the autism spectrum. 4. Inclusive teaching for students on the autism spectrum. 5. Models of Practice for teachers of students on the autism spectrum. 6. Using structured teaching strategies in mainstream classrooms: Research to practice. 7. Sound amplification in school contexts: Implications for inclusive practice. Part 4 – Transition to life after school. 8. Post-school transitions: Supportive strategies informed by real-life experiences. 9. Boosting post-school outcomes: Supporting adolescents on the autism spectrum to feel ready for life after school. 10. A creative strengths-based post-school transition project for young adults on the autism spectrum: Super Conductor and the Big Game Orchestra. Part 5 – Conclusion. 11. Summary and propositions.

There should be nothing ‘special’ about education, when delivered equitably it is transformational for every student no matter their background, individual profile or place of learning. This philosophy underpins this extraordinary body of work, created through the unique and diverse collaboration of researchers brought together by the Autism CRC. However, it is not an academic tome but a practical one, emanating from real life experience and leveraging the expertise not just of teachers but of students, parents and allied practitioners. But most importantly it is w-holistic, valuing outcomes that are whole of school, whole of community and whole of self. Informed by the voices of those most impacted, it is an essential resource for any educator-Judy Brewer AO, parent advocate, Australia.We know the importance of inclusive education for our children but for too long it has been a talking point rather than an action point. This book is a researched roadmap to a better way and a plan to get there- Nicole Rogerson, CEO and Director, Autism Awareness Australia. How do you make school autism-friendly? This comprehensive guide tells you how this can be achieved, based on extensive research that evaluates new programmes and activities. The perspectives and needs of teachers, parents and autistic adolescents are explored and acknowledged, from improving connectedness with peers and teachers to the acoustics in the classroom. Every school should have a copy of this book- Professor Tony Attwood, Adjunct Professor, Griffith University, Australia