Autism Education Strategy

The department will:

• help school leaders and teachers create inclusive and welcoming environments for autistic students
• support their staff and students to increase knowledge of, and appreciation for, autism.

You will see:

• students feel more connected with their teachers and school
• families are more confident their child is welcome, valued and supported at school
• schools can provide a better inclusive and positive environment for autistic students.

Programs to support this:

Disability Inclusion

Schools will get more school-level funding through Disability Inclusion to help them create more inclusive schools and classrooms, and better support students with disability and additional learning needs. Schools may choose to use the funding for staff professional learning, employing staff to support students in the classroom or to purchase teaching/learning programs and equipment.

Increased access for schools to expert advice and support

Regional Implementation Teams and extra operational disability roles in regions will give schools and area teams direct support and advice to help them introduce Disability Inclusion and build skills in the school.

Disability Friendly Schools

The Disability Friendly Schools program will help make schools a safer, more inclusive place. This includes expanding I CAN Network mentoring, which connects autistic young people and I CAN mentors. It also includes resources for schools to establish lunchtime clubs to build student engagement, social connection and inclusion for all students, including autistic students.

Framework for Improving Student Outcomes (FISO 2.0)

• This pillar aligns with the FISO 2.0 core elements of Support and resources and Leadership
• Support and resources refers to the processes, products, services and partnerships that enable every student to strengthen their wellbeing capabilities and achieve the highest levels of learning growth.
• Leadership is the development of shared processes and actions by staff and students that build a positive school climate for learning and wellbeing through practices and relationships based on high expectations, shared values and a culture of trust

The department will:

• build the skills of school leaders and staff in inclusive education, autism inclusion and legal obligations related to autistic students in a coordinated way.

You will see:

• students have improved learning outcomes through better educational support that suits their needs.
• families are more confident that their school leaders and staff are meeting their child's needs and goals
• school staff are more capable of providing inclusive education to autistic students.

Programs to support this:

Area workforce capability building

This includes more professional learning resources and on-the-job support for School Improvement Workforces including regional workshops and online modules. It also includes Education Improvement Leaders – Diverse Learners providing professional learning on learning diversity and autism at state-wide and regional capability building events.

Professional Learning Communities

Professional Learning Communities (PLCs) support teachers to collaboratively work through cycles of inquiry to evaluate teacher practice against student learning growth. By partnering with PLCs to help apply a learning diversity lens to their work (including, for example, through professional learning and training), the Diverse Learners Hub will support teachers in PLCs to strengthen their knowledge and skills to differentiate their practice and better meet the needs of autistic students.

Inclusion Outreach Coaching

Inclusion Outreach Coaching will enable coaches from specialist schools to work with staff in mainstream schools to develop their capacity to better work with autistic students.

Professional learning resources

These include the Inclusive Classrooms program, which offers courses for school staff that focus on practical teaching strategies, adjustments and supports for students at the school, classroom and individual levels. Resources also include AllPlay Learn, an evidence-based resource for students, parents and schools to understand inclusive education, with professional learning modules for teachers to support inclusive classroom education practice.

Postgraduate professional learning opportunities

The Master of Inclusive Education and Graduate Certificate Initiative offer post-graduate course placements to teachers in mainstream and specialist schools to strengthen teachers' knowledge and capacity to include, motivate and challenge diverse learners in Victorian government schools by recognising and focusing on their strengths, not limitations.

Framework for Improving Student Outcomes (FISO 2.0)

• This pillar aligns with the FISO 2.0 core elements of Leadership and Teaching and learning
• Leadership is the development of shared processes and actions by staff and students that build a positive school climate for learning and wellbeing through practices and relationships based on high expectations, shared values and a culture of trust
• Teaching and learning refers to responsive practices and curriculum programs through which students develop their knowledge, skills and capabilities.

The department will:

• support schools, students, their families and professionals to plan for autistic students' education.

You will see:

• students are more engaged in planning decisions about their education and support
• families are more engaged in decisions about their child's education and support
• school staff have increased knowledge and resources to undertake education and support planning.

Programs to support this:

Student voice toolkit

A student voice toolkit, developed with students with disability, will give schools flexible and accessible tools to make sure that all students with disability can participate in decisions about their education. The tools can be tailored to suit a student's age, interests, communication, and participation needs.

Partnerships with autistic community and advocacy organisations

These partnerships will be enhanced and will lead to better advice and resources for schools to further support autistic students, their families and the school community.

Strengthening Inclusive School Communities program

The Strengthening Inclusive School Communities program extends partnerships with key disability organisations to provide information and resources for schools and families that encourage positive partnerships and promote the benefits of inclusion to the whole school community.

Senior Secondary Pathways Reform

The Senior Secondary Pathways Reform program offers a range of initiatives and supports to ensure all students, are able to access school-based apprenticeships and traineeships, career education, workplace learning and industry engagement.

Framework for Improving Student Outcomes (FISO 2.0)

• This pillar aligns with the FISO 2.0 core elements of Engagement and Support and resources
• Engagement refers to the relationships and actions that support student learning, participation and sense of belonging to their school community
• Support and resources refers to the processes, products, services and partnerships that enable every student to strengthen their wellbeing capabilities and achieve the highest levels of learning growth.

The department will:

• provide specialist programs and resources to support autistic students' social and emotional development, positive behaviour and mental health.

You will see:

• students feel a stronger sense of belonging at school
• families are more confident that their child's health and wellbeing needs are being met
• school staff are more capable and confident in tailoring teaching methods and supports to meet student needs.

Programs to support this:

School-wide Positive Behaviour Support (SWPBS)

School-wide Positive Behaviour Support (SWPBS) helps schools improve the social, emotional, behavioural and academic outcomes for all students, including autistic students.

Autism-friendly Navigator program

Navigator service providers have been trained in understanding some of the barriers autistic students can face in engaging with school, and how they can engage and support these students through the program.

Learn more here.

Schools Mental Health Fund and Menu

The Schools Mental Health Fund and Menu supports schools to select programs, staff and other support relating to mental health, bullying prevention, early intervention and targeted support.

Mental Health in Primary Schools

The Mental Health in Primary Schools program is being expanded into every government and low-fee non-government primary school in Victoria, including specialist schools. By 2026, every primary school will receive funding to employ a Mental Health and Wellbeing Leader to implement a whole-school approach to mental health and wellbeing. The program’s training has been developed by child development and education experts at the Murdoch Children’s Research Institute and University of Melbourne and includes a focus on inclusion of all students, including autistic students, as part of a whole school approach.

Mental Health Practitioners

All secondary and specialist schools are funded to employ a suitably qualified school-based Mental Health Practitioner(MHP) to provide direct support to students, coordinate external supports, and contribute to whole-school approaches to mental health. All MHPs have access to specific professional learning and guidance to providing mental health and wellbeing support to autistic students.

Framework for Improving Student Outcomes (FISO 2.0)

• This pillar aligns with the FISO 2.0 core elements of Engagement and Support and resources.
• Engagement refers to the relationships and actions that support student learning, participation and sense of belonging to their school community.
• Support and resources refers to the processes, products, services and partnerships that enable every student to strengthen their wellbeing capabilities and achieve the highest levels of learning growth.

The department will:

• use a strengths-based approach to identify and meet autistic students' needs and support their transitions.

You will see:

• students have better tailored supports and programs
• families are more involved in strengths-based discussions with teachers
• school staff are more knowledgeable and supported to meet the educational needs of students.

Programs to support this:

Disability Inclusion Profile

The Disability Inclusion Profile helps schools and families identify a student's strengths and needs at school. The profile meeting includes people who know the student best, such as school staff, parents/carers, and if possible the student, and is led by a trained facilitator. The profile informs the student-level funding given to schools and helps schools plan for a student's learning and any adjustments they may need.

Tutor Learning Initiative

The Tutor Learning Initiative allows schools to employ a tutor to provide extra support to students whose learning was disrupted during remote and flexible learning. Tutors will have access to targeted professional learning to build their capacity in specialised areas, such as inclusive education and catering to students with different needs such as autism.

Middle Years Literacy and Numeracy Support (MYLNS)

Schools will receive funding to build teacher capacity and capability to provide direct, differentiated numeracy and literacy support to prioritised students, including autistic students. Professional learning is also provided to Improvement Teachers and Coaches to further support capacity and capability building.

Learn more here.

Complex Communication Needs

Policy advice and guidance will be developed for schools for students with Complex Communication Needs, including the use of Alternative and Augmentative Communication (AAC) systems.

Framework for Improving Student Outcomes (FISO 2.0)

• This pillar aligns with the FISO 2.0 core element of Teaching and learning, Engagement and Support and resources
• Teaching and learning refers to responsive practices and curriculum programs through which students develop their knowledge, skills and capabilities.
• Engagement refers to the relationships and actions that support student learning, participation and sense of belonging to their school community.
• Support and resources refers to the processes, products, services and partnerships that enable every student to strengthen their wellbeing capabilities and achieve the highest levels of learning growth.

The department will:

• improve data collection and information management to better understand the outcomes of students with disability, including autistic students.

You will see:

• students have improved learning outcomes through educational programs that are informed by data and evidence
• families feel more confident that evidence informs planning for their children
• school staff are more informed through greater collection and tracking of data and outcomes for autistic students.

Programs to support this:

Disability Data Improvement Strategy

The Disability Data Improvement Strategy improves the quality of data the department collects on students with disability to enhance decision making and practice to improve outcomes for students with disability. This includes better understanding the learning and wellbeing outcomes for autistic students.

Improved Individual Education Plan tools, guidance and processes

Improved Individual Education Plan tools, guidance and processes, including strengthened tools, resources, guidance and professional learning, will guide the development of higher-quality Individual Education Plans for autistic students, and track their progress.

The Autism Education Strategy Advisory Group

This group guides the implementation of the Autism Education Strategy, comprising members of peak bodies, autism researchers and inclusive education and school leadership and staff.

Framework for Improving Student Outcomes (FISO 2.0)

• This pillar aligns with the FISO 2.0 core element of Assessment
• Assessment is the use of evidence and data by school leaders and teachers to assess student learning growth, attainment and wellbeing capabilities to design and implement priorities for improvement.