Focus Area 2: Positive educational experiences
We want the South Australian public education system to champion Autistic children and students to thrive in the educational environment, to receive the right supports for them, and feel empowered to succeed.
The Government of South Australia believes in the power of education as the greatest equaliser. Learning happens in many ways, not just in formal education and care environments. Autistic people must be supported in all learning settings, throughout their lives.
In a 2018 report, it was estimated more than 1 in 100 Australians are Autistic, making it likely there is an Autistic student in almost every classroom in Australia. (Source: Amaze, Community Attitudes & Behaviours towards Autism and Experiences of Autistic People and their Families, 2018.)
For Autistic children and students to reach their full potential, better supports and services must be available – both for the student and for the educators.
Many Autistic children and students can find the school environment overwhelming, and they often feel misunderstood or judged by their peers because of their behaviours, which can impact their ability to engage and succeed in their educational studies.
Too often, Autistic children and students are seen as simply misbehaving or being disruptive in the classroom, due to the misunderstandings and/or limited knowledge and awareness of autism-specific qualities by educators. This is evidenced by the high rates associated with take-homes, suspensions, and exclusions of Autistic children and students.
When children and students are not afforded the appropriate supports and services, the result is missed opportunities to help them reach their full potential.
For Autistic children and students to be successful during their educational years, supports and strategies that guide them through the transition from day to day and from one year to the next must be prioritised. This also includes the transitions from and to the next stage of their educational milestones (care, preschool, primary, secondary and tertiary).
In addition, our educational environments should promote and support choice in their futures, whether they want to attend university, start a trade apprenticeship or enter the workforce. Where university is chosen, it is important that Autistic students receive guidance and support to improve their confidence in successfully transitioning from education to employment.
“The implementation of Autism Inclusion Teachers in primary schools is a step in the right direction, now there needs to be coordinated information for these teachers so they have accurate, up to date, useful information to share within their schools.” — Consultation participant
The Autistic and autism communities highlighted:
- Experiences of trauma associated with the school environment, which has led to some parents and carers moving their child to a home-school environment.
- Ongoing discrimination and bullying, exclusion and stigma caused by a general lack of understanding.
- The need for flexibility in learning environments, individualised and neuro-diversity affirming supports.
- Opportunities to develop lifelong skills to self-regulate their sensory needs are necessary in educational environments.
Our commitments:
- Improve environments to support the inclusion of Autistic children and young people in our preschools, primary and secondary school settings.
- Improve the knowledge and understanding of autism amongst our educators, support staff and those connected to our education and care settings.
- Identify ways to improve transition pathways between educational settings and beyond school.
- Implement neuro-diversity affirming supports and strategies, tailored to the individual, to ensure Autistic children and students receive the right supports for them.