Speakers
Dr. Damian Milton
Dr Milton is a British Sociologist and Social Psychologist who specialises in autism research, and an autism rights advocate. He is a lecturer at the University of Kent. He has been teaching in the further and higher education sectors since 2000 in a range of subject areas relating to autism and learning disabilities.
Dr Milton's interest in autism began when his son was diagnosed as autistic in 2005 at two years old. Milton himself was diagnosed with Asperger Syndrome in 2009 at the age of 36.
Milton is best known for his "double empathy problem" theory first published in 2012, which is the idea that, contrary to what previous studies in the late 20th century had concluded, autistic people are not inherently deficient in empathy but rather that autistic and non-autistic people bidirectionally struggle with empathy and communicating with one another.
Milton has co-authored over 250 publications related to autism. His work is influenced by the social model of disability, and many of his publications deconstruct and critically analyse past theories. For example, he has argued that self-stimulatory behaviour should be viewed positively and may help autistic people achieve flow states.
His work has been favourably received by the academics as well as the autistic community.
Tim Chan
I am an adult autistic non-speaker, diagnosed with Autistic disorder at three. I have complex communication and high support needs with many autistic challenges including intense hypersensitivities, high anxiety, information processing and movement coordination issues. At nine, I picked up an Augmentative and Alternative Communication method via assisted typing or facilitated communication. Using this AAC method, I have been able to connect with people and engage with the world. I completed mainstream high school and graduated with BA Honours at university, and am currently undertaking a PhD program to investigate the Neurodiversity movement.
I am passionate in advocating for people with little or no speech and feel privileged to be involved in advocacy work towards access, participation and inclusion for the Autistic community. This journey has been long and arduous, but also highly rewarding with meeting many allies and friends along the way.
Dr. Vicki Bitsika
Professor Vicki Bitsika has specialised in the assessment and treatment of people with neurodevelopmental conditions, mental ill-health, and behavioural disorder for over 35 years. She is a Clinical Psychologist who has consulted in schools and Human Service facilities in Australia and Internationally, with a focus on the development of training services for educators and mental-health professionals, and techniques for addressing complex behavioural difficulties. She was Founder and Director of the Centre for Autism Spectrum Disorder, at Bond University from 2010 to 2019, before joining Biomedical Sciences at the University of New England where she conducts research into diagnostic and mental health issues in autism and teaches into the Master of Neuroscience programme.
Professor Bitsika was awarded an Australian Learning and Teaching Council citation in 2009 for “exemplary translation of clinical practice into development of hands-on, innovative, and student-focused curriculum and teaching techniques in Behaviour Management”. She received a Winston Churchill Fellowship in 2010 to investigate specialised intervention technologies for children and adolescents with Autism Spectrum Disorder in the USA and UK. In 2016, Professor Bitsika was made a Member of the Order of Australia (AM) for “significant service to tertiary education in the field of Autism Spectrum Disorders, as an academic, and as a supporter of people with disabilities”. She was admitted, as Fellow, into the Royal Society in 2023.
Dr. Karen Glasby
Karen Glasby is a Lecturer and Doctor of Education candidate in the School of Education at the University of Southern Queensland. Prior to this, Karen worked for many years as a special and inclusive education teacher with a primary focus on supporting students with autism across a range of educational settings. Karen is also the parent of a young autistic adult. Karen uses her experiences as a parent, a teacher, and researcher to advocate for the role of education in preparing all young people for positive adult outcomes. Her doctoral research is titled ‘Young autistic adult’s: Transition practices, self-determination, and post-school quality of life.
Julie Anne Grasso
Julie is an Autism mum, Author, and Children’s Librarian.
Johanna McIntyre
Jo studied early childhood education at the University of Melbourne completing an Early Childhood Degree, followed by a Post Graduate Diploma of Special Education and a Bachelor of Education. Jo has taught in kindergartens and since 1995 has worked at Western Autistic School. Jo has also taught in London schools in both early autism programs and in English as an Additional Language (EAL) programs. At WAS, Jo has co-ordinated playgroup and prep programs. More recently Jo’s role has been leading the WAS Transition Program which each year facilitates the transition of approximately 90 children and their families into WAS, and the transition of around 90 students from WAS into their next educational setting.
Fiona Whelan
Fiona Whelan has worked as a Speech Pathologist for almost twenty years. She is currently the Allied Health Team Leader at Western Autistic School. Fiona has also worked in private practice, with clients ranging from pre-schoolers through to teenagers. Fiona’s professional interests span a variety of areas, particularly Augmentative and Alternative Communication (AAC), complex communication needs, and pragmatic language. Fiona especially enjoys working collaboratively with teaching staff in the school setting to enhance the educational experience of autistic students. Fiona also works as a court intermediary with the Department of Justice and Community Safety, assisting criminal justice stakeholders to communicate clearly with young victims and witnesses who are giving evidence in police interviews and during court proceedings.
Shadia Hancock
Shadia is the proud owner and founder of Autism Actually and enjoys presenting and consultancy. They are also an ambassador of the Autistic-led organisation Yellow Ladybugs.
Shadia is currently studying a Bachelor of Speech Pathology (Honours), and recently completed a Cert IV in Animal Behaviour and Training. They have professional interests in Autism, communication access and supports, and animal-assisted services.
Shadia was formally identified with Autism at the age of three, Generalised Anxiety Disorder at 14, and ADHD combined type at 23. Being non-binary, they enjoy discussing the intersectionality of Autism and the LGBTQIA+ community.
As an Autistic person with experience accessing therapeutic supports, Shadia is passionate about sharing how to view Autism from a neurodiversity-affirming perspective.
Sam Hindes
Sam Hindes is the current Director of the Autism Teaching Institute and has over two decades of experience working with autistic children in schools. During this time he has worked in a range of roles across the UK and Australia, including play worker, outreach teacher, research assistant and assistant principal for teaching and learning. In his current role, Sam is focused on reviewing and enhancing accredited post-graduate courses for teachers seeking to build their capabilities in teaching autistic students. Sam is what teachers can learn from their students, their families, and from each other.
Dr. Mandira Hiremath
Dr Mandira Hiremath graduated from Monash University and completed her paediatric training at Monash Children’s, the Royal Children’s Hospital and Djerriwarrh Health Service. She now works as a general paediatrician at Western Health in outer metropolitan Melbourne and regional Victoria. Through this service she is involved in multidisciplinary autism assessments for children from preschool to teenage years, neurodevelopmental assessments at the newly established Brimbank-Melton Local and management of a variety of developmental-behavioural paediatric concerns. Mandira is currently undertaking a PhD through Monash University, studying neurodiversity education for primary school students. Mandira also has non-clinical involvement as a board director for the ASDP (formerly the NBPSA) and consultancy work for the ACRC including participation in the National Guideline Development Group. Mandira’s clinical interests include neurodiversity, autism, ADHD and the impact of trauma on childhood development.
Adele Field
Adele is the current Principal of Western Autistic School and CEO of the Autism Teaching Institute. Adele has worked in the field of autism-specific education for more than 18 years, and is passionate about empowering innovative leaders to challenge the status quo in education.
James Barger
James Barger is a passionate educator and dedicated leader serving as the Principal of Seaholme Primary School. He has a deep commitment to fostering excellence and innovation within the educational landscape.
Driven by a passion for cultivating a positive school culture, James is deeply invested in fostering an environment of inclusivity and continuous improvement. He believes in the power of education to transform lives and is dedicated to ensuring that every student feels valued, supported, and empowered to achieve their fullest potential.
Under James's leadership, Seaholme Primary School has flourished as a PLC Link School for the past four years, embodying a steadfast dedication to professional learning communities. Through this collaborative approach, James has spearheaded initiatives aimed at enhancing teaching practices, student wellbeing and learning, and overall school effectiveness.
Jacinta Porter
Jacinta currently works as a Learning Specialist at Western Autistic School in Melbourne’s West. She is part of the school’s Outreach Team and works with local schools to build inclusive practices and develop child-centred and strength-based approaches. She completed a Graduate Diploma of Teaching Students with Autism Spectrum Disorder through the Autism Teaching Institute in 2019. She has worked across mainstream and special schools, and previously as the course coordinator of the Autism Teaching Institute.
Leah McClelland
Leah McClelland is the Assistant Principal at Seaholme Primary School. Leah supports student and family wellbeing and leads Seaholme's collaborative work with Western Autistic.
Leah has worked in education for 14 years in a range of school communities, with a focus on community links, whole-school behaviour, mental health literacy, and school-based inclusive adjustments for neurodivergent students.
The collaborative work that Seaholme and Western have engaged in over the past two years has been some of the most rewarding work in Leah's career. She is passionate about creating authentic environments for students to build connections and grow.
Dr. Matthew Harrison
Dr. Matthew Harrison is an experienced teacher, researcher and digital creator with a passion for utilising technology to enhance social capacity building, belonging and inclusion in education. He has taught in Australia, South Korea and the United Kingdom at primary, secondary and tertiary levels. Matthew is currently a member of the University of Melbourne Faculty of Education Learning Intervention team and a project lead at the University of Melbourne Neurodiversity Project. He was awarded the Dyason Fellowship in 2020, and the GEM Scott Teaching Fellowship and the International Society for Technology in Education 'Making IT Happen' award in 2023.
Jess Rowlings
Jess Rowlings is a qualified speech and language pathologist and o-founder/CEO of Next Level Collaboration, a social enterprise that runs strength-based programs to support neurodivergent children in developing collaborative skills and social connection through cooperative video games. Jess is also a researcher at the Faculty of Education (University of Melbourne) and specialises in the design and analysis of video game-based intervention to build social capacity in neurodivergent children. She is passionate about the use of digital games-based learning to promote inclusion and a sense of belonging, and her work has included developing and running a dedicated Minecraft server to support neurodivergent girls and women. Informed by her lived experience of receiving autism and ADHD diagnoses as an adult as well as her lifelong love of games, Jess has also commenced her PhD investigating the experiences of neurodivergent women in gaming communities.
Sophie Gibbon
Sophie currently works at Western Autistic School in a joint role as the Mental Health and Wellbeing Leader and a Classroom Teacher. Alongside members of the Wellbeing Team she builds staff capacity to promote positive mental health and wellbeing to students and families and embed a culture of respect amongst all stakeholders. Sophie previously worked as a Teaching and Learning Specialist and Professional Learning Community Leader at Western Autistic School and supported class teams to develop greater depth of understanding of individual students and their interests. She has worked across both mainstream and special schools and has a background of teaching students in their early years of education in the UK.
Blayne Wallis
With over 25 years of experience, Blayne Wallis has been a Primary Years International Baccalaureate leader and Literacy Consultant. Her most recent role as Principal of Newport Gardens Primary School, has seen her passions of literacy, literature and learning, encompassed in an environment that also values disability inclusion and support of children and families with complex needs.
Jodie Moore
With a background in human resources and logistics, Jodie Moore made the switch to education, accommodating the needs of students as both teacher and team leader, across all primary levels. Her most recent role is as a learning specialist in Mental Health and Wellbeing, at Newport Gardens Primary School.