Common Types of Learning Need: Autism Spectrum Disorder (ASD)

Greetings from the Disability Inclusion Team! 

In this issue of our series on common learning needs at Tarneit Senior, we’re focusing on Autism Spectrum Disorder (ASD). Autism is a neurodevelopmental difference that impacts how a young person communicates, interacts, processes information and responds to their environment. No two autistic students are the same—each has their own strengths, challenges and support needs.

This time of year, can be tricky for folks with Autism as there are many transitions and sensory challenges with changes of classes, teachers, classrooms and lots of forward planning for 2027.

What Autism can look like:

The presentation of autism varies widely from student to student. 

Some common features include:

•  Communication differences: Students may find it easier to understand literal language than figurative language, or they may need extra time to process instructions. Some may communicate more comfortably through writing, visuals, or supported communication.
• Social interaction differences: Students may prefer predictable routines, smaller social circles, or structured social settings. They may also interpret tone, facial expressions or body language differently.
• Sensory processing differences: Noise, light, textures, smells or crowded spaces can cause sensory overload. Conversely, some students seek sensory input (e.g., movement, touch, or pressure) to stay regulated.
• Focused interests and strengths: Many students with autism show deep knowledge in specific topics, strong attention to detail, creativity, pattern recognition, and innovative problem-solving.

What helps:

Supporting students involves reducing barriers and providing predictable, regulated learning environments. 

Helpful strategies include:

• Clear, explicit instructions: breaking tasks into smaller steps, using visuals, and checking understanding after instructions.
• Predictable routines: providing schedules, giving advanced notice of changes, and maintaining consistent expectations.
• Sensory supports: access to noise-reduction headphones, calm or low-stimulation spaces, movement breaks, or sensory tools.
• Flexible communication options: allowing students to clarify questions in writing, use processing time, or access visual prompts.
• Strength-based approaches: incorporating interests into learning where appropriate and recognising what students do well, not just where they need support.
• Allied health support: Speech therapists can support communication and social understanding; Occupational therapists can assist with sensory regulation, organisation and motor-based skills.

VCE exams and coursework:Students with Autism may be eligible for class-based adjustments and Special Examination Arrangements through VCAA when appropriate documentation is provided. These adjustments ensure students can demonstrate their knowledge without sensory, processing, or communication barriers getting in the way.More information is available on the VCAA website or get in contact with your child’s Year level leader.

If you have concerns:If you believe your child may be on the autism spectrum, please consult your GP or paediatrician for referrals to a developmental paediatrician or psychologist who specialises in autism assessments. Schools cannot diagnose but can provide observations to support the assessment process.

-Jessica Jacobsen

Assistant Principal - Inclusive Practice