AUTISM INCLUSION TEACHER

Week 6

I hope you’re all going well; I can’t believe we’re already into Term 3. 

If you’re not aware, at the end of 2022 there was consultation process around South Australia’s  First Autism Discussion Paper which involved both Autistic and non Autistic people (it really warms my heart to see that lived experience is now being viewed as one of the best ways we can learn about Autism and Neurodivergence. I feel that this is how we are going to grow and make the biggest difference in society and education). Below is an outline of the key messages to come out of this process.

What did people tell us?

Some key issues emerged as being particularly important to the Autistic and autism communities:

• Improved community attitudes, awareness, and education
• Improvements in support, attitudes, knowledge, and understanding in education settings
• Improved employment opportunities and support
• Improved access and affordability of diagnosis
• Support for parents, carers, and guardians for Autistic children and adults
• Safe, sensory friendly spaces and an autism inclusive community
• Listening to Autistic voices and ongoing collaboration and consultation with the Autistic and autism communities
• Recognising individual diversity and the range of Autistic experiences, as well as addressing the needs of Autistic people across the lifespan.

Human Services. (accessed 6.8.23) https://dhs.sa.gov.au/news/2023/state-autism-strategy-discussion-paper-consultation-report Gov of SA

Key messages emerging from the consultation Throughout the extended 12 week consultation period, a number of key messages emerged as being particularly important to the Autistic and autism communities:

Improved community attitudes, awareness, and education 

The need for improved knowledge, understanding and acceptance of autism was noted as a key area of need across all areas of the community, including education, employment, health, and government services.

Improvements in support, attitudes, knowledge, and understanding in education settings 

 Knowledge and understanding of autism within preschool, primary, secondary and tertiary education environments was consistently called for, as well as additional support in schools. Negative, and at times traumatic, experiences of bullying and exclusion were shared and highlighted as key areas for change.

Improved employment opportunities and support 

Meaningful and adequately paid employment opportunities for Autistic people is essential. Members of the Autistic and autism communities who provided feedback highlighted existing challenges related to current recruitment strategies, and the lack of support and understanding from employers regarding the needs of Autistic applicants and employees. 

Improved access and affordability of diagnosis 

Members of the Autistic and autism communities called for support and funding to reduce current wait lists and cost for an autism diagnosis. As a diagnostic assessment is required for access to NDIS supports, timely diagnosis is critical, with delays accessing support having a significant impact on the Autistic person and their family. 

Support for parents, carers, and guardians for Autistic children and adults

Parents and carers of Autistic people highlighted the need for resources, information and services which support family members of Autistic children, young people, and adults. Parents and carers of Autistic people suggested that this should be provided via a centralised service which can assist families to navigate the NDIS and relevant government services.

Safe, sensory friendly spaces and an autism inclusive community 

Feedback indicated the need for appropriate sensory spaces in the community, which enable Autistic people to regulate their sensory needs. Having appropriate spaces available is a significant factor to increasing the inclusion and participation of Autistic people within our community.

Listening to Autistic voices and ongoing collaboration and consultation with the Autistic and autism communities 

Members of the Autistic and autism communities called for ongoing collaboration, consultation and engagement with Autistic people and their families throughout the development of the Strategy and Charter. 

Recognising individual diversity and the range of Autistic experiences, as well as addressing the needs of Autistic people across the lifespan

The importance of considering and reflecting the diverse range of Autistic experiences in the development of the Strategy and Charter was highlighted. This included ensuring that the Strategy and Charter consider supports and needs of Autistic peoples across the whole lifespan and recognise the needs of non-speaking Autistic people and people with intellectual disability

Cass Humphrey

Cassie.Humphrey574@schools.sa.edu.au