What do teachers really need to know to support learning and well-being of students on the autism spectrum?

This keynote will challenge current approaches that often separate learning and well-being An alternative framework will be presented, which examines learning and well-being through the lens of self-determination and self-regulated learning. Talking points will include:

o   Relationships between self-determination, anxiety, and learning

o   Adjustments – the roles of teacher and learner

o   Key strategies to autonomy, competence and connectedness of students on the autism spectrum

o   Looking beynd the classroom

Positive Partnerships is a national project funded by the Australian Government Department of Education. Positive Partnerships delivers high quality professional learning and resources through free workshops, webinars and online modules for parents, carers and school staff.

The Positive Partnerships Planning Tool is designed to capture relevant information about a young person, including their strengths and support needs as well as strategies and adjustments . The tool explores six areas including:

• Strengths and interests

• Connections to culture and community

• Social and communication

• Sensory processing

• Self-care and independence and;

• Executive functioning.

This session will lead participants through how to complete a Planning Tool for an individual student, with a focus on the areas of strengths and interests and executive functioning.  Jess will be joined by learning specialist Maybelle Acosta, who will present a case-study of student-centred planning for an autistic learner.

Applying problem solving practices to support autistic students in the classroom

In this symposium, Professor Vicki Bitsika (Brain Behaviour Research Group, Biomedical Sciences, University of New England) and Shadia Hancock (founder Autism Actually) will explore a structured process for working with autistic students to identify and address difficulties as they occur in the classroom.  This talk will address existing preconceptions and misunderstandings about student behaviour and identify factors that may impact on student participation and success at school.  Attendees to this presentation will be provided with questions, tools and approaches that they might apply to better understand their learners and help them to thrive.

In this symposium, Matt Harris, Jess Rowling, Erin Salmon and Mel Vallence will present on the topic of friendship and connectedness, and share their experiences from facilitating digital game based learning sessions with for neurodiverse students.

In this symposium Assistant Principal Sarah Turner, Learning Specialist Bridget Thompson and a panel of students facilitated by the I CAN Network will explore how to harness autistic student’s interests and strengths to create meaningful learning experiences that foster participation and wellbeing.

Cultivating Self-Compassion: Practical Strategies for Teachers to Thrive

Ru will first introduce self-compassion, including what self-compassion is and isn't. She will then provide an overview of the benefits of self-compassion and how self-compassion improves our ability to regulate emotions. Finally, she will walk through a self-compassion strategy.

In this presentation , Emily Aylett (Senior Allied Health Officer (psychology), AHPRA registered Psychologist with a Master of Science in Educational Psychology) and Hannah Moylan, (Senior Policy Officer with experience in health, wellbeing and inclusive education roles, parent of a neurospicy  child and neurodiversity affirming advocate for families in Melbourne’s northern suburbs)  will provide an overview of the power of authentic inclusive classrooms. The presentation will cover ways to effectively address sensory and social differences, so that diverse learners can not just cope, but thrive, at school.  

Discussion will focus on:

• Understanding the research and the impact of sensory processing on learning, behaviour and engagement

• Classroom strategies that will help:

  • teachers to work with students that are happier, more engaged, and able to participate

  • students that feel valued, welcome, confident, and safe to be themselves at school.

Hannah and Emily will be joined by Rachel Gathercole, Assistant Principal, to discuss the practical implementation of a whole-school approach to neurodiversity affirming practice at Athol Road Primary School, and the positive impacts on students, staff and families.

Supporting Students with Autism: Understanding Health, Wellbeing, and the Role of Educators

Teachers play an important role in the well-being of students with autism, however navigating the intersection of education, health, and family support can be complex. This presentation will explore the diagnostic process for autism from a health lens including understanding comorbid conditions, developmental considerations, medical formulation, medication prescribing, and social influences on a child’s wellbeing. Educators will gain a deeper understanding in the role of paediatricians in supporting children with autism and suggestions in improving collaboration between education and healthcare sectors. By doing so, this presentation hopes to build on a holistic, child-centred approach that supports positive school experiences, academic success and overall well-being for autistic students.

In this this practical workshop, ATI Director Sam Hindes will explore the use of observation as a tool for teachers looking to better understand the autistic learners in their classroom.

Autism and anxiety in the school setting

Anxiety is one of the most common co-occurring conditions for autistic students, with one in four autistic students having a clinical diagnosis of an anxiety disorder. However, recent work suggests that over 80% of autistic students say that they experience significant anxiety when they are at school. Worryingly, less than half of these students feel that others recognise when they are anxious.

In this keynote, I will talk through what we have learnt about the presentation of anxiety in autistic children and the impact that it has on autistic children at school. I will report on two of our recent studies that show the link between anxiety and school non-attendance in autistic children, and use the findings of our latest research to suggest strategies and supports to reduce anxiety and increase school attendance for autistic students.