Autism Inclusion Teachers

The Hon. E.S. BOURKE (15:33): Recently, I visited the Marryatville Primary School during their very first Neurodiversity Day, coordinated by their autism inclusion teacher, Cathy Cook. The day began with an outside whole-of-school assembly where we heard from some of the very talented Marryatville Primary School student leaders about what it means to be neurodivergent. Classes then rotated through the school hall for a wide range of hands-on activities that focused on brain differences, set up by Cathy and her autism action team.

There were sensory tasks, puzzles and optical illusions, but also a breakout space for those who wanted some quiet time to regulate. After attending Cathy's impressive Neurodiversity Day, I was not shocked when I heard she was recently acknowledged as a finalist at the Public Education Awards in the Inclusive Practices in Education category. I was even more impressed when I heard that Cathy was also successful in another award for the Inclusive and Positive Culture category at the National 2024 Teachers Awards, showcasing to the entire country just how transformative autism inclusion teachers can be.

We know Cathy is not the only autism inclusion teacher thriving in her new-found role. Autism inclusion teachers around the state are just as dedicated to fostering belonging and inclusivity, not only in the classroom but in their whole school community. That is why, following the success of the autism inclusion teachers in our public primary schools, we announced just this week that we will be expanding this initiative into high schools. It is estimated that more than 2,250 autistic students will be transitioning from public primary schools to public secondary schools over the next three years.

We know the transition to high school for an autistic student can present additional challenges as they navigate a new school environment with different teachers, peers and classrooms. As a government we have recognised these complexities and will be trialling three different models for autism inclusion to reflect the unique needs of secondary schools. The trial commencing this term will see nine secondary schools in metro and regional areas participate in this initiative by delivering professional learning and supports to leadership and year 7 staff.

Importantly, schools have been divided into three groups, each trialling a different autism inclusive model. Model 1 consists of one-day onsite professional learning, with centralised support from the Department for Education. Model 2 will include some professional learning but also a two-day positive partnership workshop, with centralised department support. Model 3 is a similar combination of 1 and 2, but also includes embedded site support from the autistic inclusion adviser.

The schools undertaking this trial of model 3 are Marryatville High School, Seaford Secondary College and Murray Bridge High School. At the end of this trial we will be able to see which models worked, if a model worked and if we need to combine the models to see what is best to support our teachers and autistic students in our public high school environments.

It is the tireless efforts of the autism inclusion teachers like Cathy, who have excelled in their role in a primary school setting, as well as the autistic students and family feedback that have empowered this government to keep excelling in this space. South Australia was the first to introduce autism inclusion teachers, the first to have a dedicated assistant minister and the first to establish an autistic-led Office for Autism within the Department of the Premier and Cabinet. This government, AIT superstar Cathy and rest of the autism inclusion teachers and their community are leading the way to make South Australia the autism inclusive state.