Contents
Autism Spectrum Disorder (ASD) Online Resource Transition Package ............ 3
An introduction to ASD ........................................................................................... 4
Information for families of children with ASD ....................................................... 5
Resources have been grouped under four main headings: ................................. 5
Early childhood support services for children with ASD ..................................... 6
Department of Education, Training and Employment .................................................. 6
Inclusion and Professional Support Program ............................................................... 6
Department of Communities, Child Safety and Disability Services .............................. 6
AEIOU Foundation ....................................................................................................... 6
Autism Queensland (AQ) .............................................................................................. 7
School options for your child with ASD ................................................................ 8
State school sector ....................................................................................................... 8
Non-state school sector .............................................................................................. 10
Independent Schools Queensland information for parents ......................................... 10
Queensland Catholic Education Commission information for parents ........................ 10
Choosing a school ................................................................................................ 11
Managing the paper trail ............................................................................................. 12
Preparing your child ............................................................................................. 13
School holidays ..................................................................................................... 15
Advocacy and support .......................................................................................... 16
What is advocacy? ..................................................................................................... 16
How can advocacy groups and agencies assist me and my child? ........................... 16
Who provides advocacy and support services? ......................................................... 16
How can support groups and agencies assist me and my child? .............................. 17
Information for educators of students with ASD ................................................ 19
Curriculum access for students with ASD .......................................................... 22
The learning environment..................................................................................... 24
Classroom layout ........................................................................................................ 24
Supporting positive playground interactions ............................................................... 25
Tips for supporting positive playground interactions are available at
http://education.qld.gov.au/online-resource-kit/schools/learningenvironment/docs/playground.doc. ............................................................................ 26
Developing supportive routines and schedules .......................................................... 26
Visual cueing systems ................................................................................................ 26
Developing work systems and stations ...................................................................... 27
Managing groups ........................................................................................................ 27
Assembly and movement around the school ............................................................. 28
Positive Behaviour Support (PBS).............................................................................. 28
Being safe ................................................................................................................... 29
What is bullying? ........................................................................................................ 29
Assistive technology ................................................................................................... 30
Continuing successfully after transition ............................................................. 31
Transition............................................................................................................... 33
Journey to Prep ..................................................................................................... 34
Transition planning ............................................................................................... 36
Transition timeline ...................................................................................................... 36
The transition team ..................................................................................................... 37
Developing transition goals ........................................................................................ 39
Transition activities ..................................................................................................... 39
Reviewing the transition journey................................................................................. 41
Transition information for educators ................................................................... 42
Getting to know the individual..................................................................................... 42
Developing an individual profile .................................................................................. 42
Example of an individual profile .................................................................................. 44
Information gathering tools ......................................................................................... 44
Developing effective partnerships with parents .......................................................... 44
My new school....................................................................................................... 46
Rationale..................................................................................................................... 46
Using the child's preferred learning style.................................................................... 46
Tips for developing a new school story ...................................................................... 46
The sample template .................................................................................................. 46
Sharing my new school story...................................................................................... 47
Further information ..................................................................................................... 47
Further learning and support ............................................................................... 48
Page |3
Autism Spectrum Disorder (ASD) Online Resource Transition
Package
The Autism Spectrum Disorder (ASD) Online Resource Transition Package is a joint
project between the:

Department of Education, Training and Employment (DETE)
http://education.qld.gov.au/

AEIOU Foundation
http://aeiou.org.au/

Autism Queensland (AQ)
http://www.autismqld.com.au/
Consultation and collaboration has also occurred with the Department of
Communities, Child Safety and Disability Services
http://www.communities.qld.gov.au/disability?icn=homepage-links&ici=featuresdisability.
The online resource package has been developed to assist early intervention service
providers (e.g. AQ and AEIOU) and parents and teachers (Kindergarten and Prep)
by providing information and resources to support children with ASD transition into
Queensland schools.
The resource aims to provide a broad understanding of the support available for
children and young people with ASD. The information is divided into sections
relevant to families and educators, as well as information regarding further learning
and support.
The package is available at http://education.qld.gov.au/asd-online-resource-kit/.
If you require specific information regarding your individual circumstances, the
following contacts/information may be a good starting point:

Further learning and support section of the website
http://education.qld.gov.au/asd-online-resource-kit/support/index.html

Education for children with a disability - a guide for parents
http://education.qld.gov.au/studentservices/learning/disability/parentguide/index.h
tml

Education Queensland Regional Office for any questions regarding state schools
http://education.qld.gov.au/schools/about/district.html

Autism Advisors for information regarding support and services for families and
carers
http://www.autismqld.com.au/page/98/Autism-Advisor-Program

Autism Queensland Information and Helpline
http://www.autismqld.com.au/page/47/Information-and-Helpline
Page |4
An introduction to ASD
ASD is a lifelong developmental disability. People with ASD have:

difficulties with reciprocal social interactions (they may have difficulties interacting
with other people following the usual social customs)

difficulties developing communication skills

stereotyped and repetitive behaviour or interests (an intense interest in limited
topics or patterns of behaviour such as lining up objects).
Many people with ASD have different sensory processing patterns (such as finding
some noises painful) and this can affect how they access and participate in school
and the community.
Each person with ASD is a unique individual with their own interests, strengths and
personality even though they share the characteristics listed above. Educators need
to be aware of the strengths and barriers for each student with ASD, as they need to
with all students, so they can provide the best educational outcomes.
More information regarding the characteristics of ASD, diagnosis, prevalence and
support may be found at:

Education Queensland
http://education.qld.gov.au/studentservices/learning/disability/generalinfo/asd/ind
ex.html

AEIOU
http://aeiou.org.au/

Autism Queensland
http://www.autismqld.com.au/

Early childhood support services for children with ASD
http://education.qld.gov.au/asd-online-resource-kit/families/early-childhoodsupport.html

Further learning and support webpage at
http://education.qld.gov.au/asd-online-resource-kit/support/index.html

Positive Partnerships - Supporting school aged students on the Autism Spectrum
http://www.autismtraining.com.au/public/index.cfm?action=showPublicContent&a
ssetCategoryId=686

Raising Children Network
http://raisingchildren.net.au/children_with_autism/children_with_autism_landing.
html.
Page |5
Information for families of children with ASD
The resources in this section have been designed specifically for parents of young
children with ASD as their child commences the transition to Prep in Queensland.
Resources have been grouped under four main headings:

School options for your child
http://education.qld.gov.au/asd-online-resource-kit/families/school_options.html

Preparing your child
http://education.qld.gov.au/asd-online-resource-kit/families/preparing-child.html

School holidays
http://education.qld.gov.au/asd-online-resource-kit/families/school-holidays.html

Advocacy and support
http://education.qld.gov.au/asd-online-resource-kit/families/advocacy.html
Each section contains tip sheets and templates for you to use during the transition
journey and links to other relevant areas of the website.
While these resources have been designed specifically to support the transition of
children with ASD into Prep, they represent best practice in transition. Some
resources and links may therefore be useful for all students and during other
transition periods (e.g. transition from year to year or from primary to secondary
schooling).
Page |6
Early childhood support services for children with ASD
Prior to your child commencing Prep, a range of early childhood therapy, intervention,
and support services are available within Queensland. The following information
regarding early intervention services has been provided for your information,
however they may have specific eligibility criteria or may not suit your family or child's
individual needs.
Department of Education, Training and Employment
The department provides early childhood development programs and services for
young children with disability or suspected disability, including ASD, from birth to five
years. The programs and services may differ across regions and include playgroup,
centre-based and outreach services to your home and other educational settings.
Further information is available at
http://ppr.det.qld.gov.au/education/learning/Pages/Early-Childhood-DevelopmentPrograms-and-Services---Prior-to-Prep.aspx.
The Office for Early Childhood Education and Care (OECEC) supports kindergarten
services to provide inclusive programs, including children with ASD. Kindergarten
services can apply for supplementary funding under the Disability Support Funding
Program to support children with disability to participate in their approved
kindergarten programs. Further information is available at
http://deta.qld.gov.au/earlychildhood/service/access-kindy/disability-supportfunding.html.
Inclusion and Professional Support Program
The Australian Government funds the Inclusion and Professional Support Program
(IPSP) which supports eligible child care services (including those delivering a
Queensland Government approved kindergarten program) to provide inclusive
program for all children, including children with a disability. Eligible child care
services may have access to professional development and workforce development,
funding to access to additional educators or carers when required, advice to develop
flexible programs and strategies for services to become more inclusive. Further
information is available at http://deta.qld.gov.au/earlychildhood/service/accesskindy/disability-support-funding.html.
Department of Communities, Child Safety and Disability Services
The Department of Communities, Child Safety and Disability Services provides
funding for the Autism Early Intervention Initiative for children with autism up to six
years of age. The initiative aims to maximise the development of children with ASD
through the provision of multidisciplinary therapy support and support families to
develop strategies necessary to overcome the long-term challenges of caring for a
child with autism. These early intervention services are provided by the AEIOU
Foundation and Autism Queensland. Further information is available at
http://www.communities.qld.gov.au/disability/support-and-services/ourservices/family-and-early-childhood-services.
Early intervention services are also available through the Family and Early Childhood
Services (FECS), for families of children aged up to six years who have or are at risk
of having a significant developmental delay.
AEIOU Foundation
The AEIOU Foundation is a not-for-profit organisation which provides a full-time
intervention program for children aged two and a half to six years who have been
Page |7
diagnosed with ASD. Further information is available on the AEIOU website at
http://aeiou.org.au/.
Autism Queensland (AQ)
AQ is a not-for-profit organisation which provides services to children with ASD and
their families. There are specific early intervention programs and services for children
aged birth to six years. Further information is available on the AQ website at
http://www.autismqld.com.au/page/1/Home.
AQ is also responsible for delivering the Autism Advisor Program which is part of the
Helping children with autism package. The role of the Autism Advisor is to provide a
link between the clinical diagnosis and access to early intervention programs and
support services. They also assist eligible families to access the Australian
Government funding for early intervention services and grants to support families
from rural and remote areas.
Further information about the Autism Advisor Program can be found at
http://www.autismqld.com.au/page/143/Autism-Advisor-Program.
Information about the Helping children with autism package can be found at
http://www.fahcsia.gov.au/sa/disability/progserv/people/HelpingChildrenWithAutism/P
ages/default.aspx.
Page |8
School options for your child with ASD
Starting school is an important time for children and families. The transition to school
may present challenges for your child, as well as for the rest of your family, and so
good planning for the transition is critical.
As a parent, you play a vital role in your child‘s education. By getting involved in the
school, you can help your child make a smooth and happy start to their education.
Parents should consider all available school options for their child with ASD.
The education system in Queensland has three main sectors:

State School Sector
http://education.qld.gov.au/asd-online-resource-kit/families/state.html

Independent Schools Queensland
http://www.aisq.qld.edu.au/Home.aspx?element=1&category=1

Queensland Catholic Education Commission
http://www.qcec.catholic.edu.au/
All families are able to and encouraged to enrol at their local school. You will need to
complete enrolment forms and may be asked to have an interview with a staff
member.
The School Transport Assistance Scheme has been created to assist students in
travelling to and from school. Students with disability attending state and non-state
schools may be eligible to receive transport assistance to and from school.
Information is available at http://education.qld.gov.au/students/transport/.
Both the state sector and some independent schools provide distance education
options. Further information about distance education opportunities within the state
sector is available on the Distance Education website at
http://education.qld.gov.au/curriculum/distance/index.html.
Another option parents may consider is home education (child must be of
compulsory school age). Information is available at
http://education.qld.gov.au/studentservices/learning/disability/parentguide/tips/typesof-schooling/home-ed.html.
State school sector
State education is provided by Education Queensland (EQ), as a publicly funded
service available to all children in Queensland. Further information is available at
http://education.qld.gov.au/studentservices/learning/disability/parentguide/tips/typesof-schooling/state.html.
EQ is proud to be the main provider of school education to Queensland with 70
percent of all Queensland school students attending state schools. Queensland state
education operates as a partnership between schools and their communities. All
state schools are co-educational. Within EQ there are seven regions that supervise
and manage clusters of schools. Refer to the EQ maps for further information at
http://education.qld.gov.au/schools/maps/.
Inclusive education reflects the values, ethos and culture of a public education
system committed to excellence by enhancing educational opportunities for all
students, including students with autism spectrum disorder (ASD). To this end,
schools create environments where all:

students feel a strong sense of belonging

students learn to interact respectfully with others
Page |9

students learn to understand and appreciate diversity

parents and carers in the community can take an active role in the life of the
school.
Further information about Inclusive education is available at
http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf.
Prep
Prep is recognised as the first year of schooling in Queensland and is offered in all
state schools as a full-time, five day per week program. With the introduction of the
new Australian Curriculum in 2012, full-time attendance in Prep gives students
important foundational learning that they will need for successful learning in Year 1.
Special schools do not provide a Prep program for Prep-eligible aged students who
enrol for early entry but rather a highly individualised program tailored to the
individual needs. (To access special school, the student must be diagnosed with a
disability or have a suspected disability which must include intellectual impairment.)
Information about special schools can be found at
http://education.qld.gov.au/studentservices/learning/disability/parentguide/tips/typesof-schooling/state.html.
To be eligible for Prep, your child must turn five by June 30 in the year they
commence Prep. EQ provides an online calculator to assist you in determining when
your child is eligible for prep. The calculator can be found at
http://education.qld.gov.au/strategic/advice/earlychildhood/prep.html.
Most children commence Prep in the year they become eligible, however should
parents be concerned their child is not ready to start school at this time, they can
commence Prep a year later when they are of compulsory school age (six years and
six months). They should discuss their concerns with the principal of the school in
which they plan to enrol their child.
Parents of compulsory school age children have a legal obligation to ensure that their
children are enrolled in school and attend for every day of the educational program in
which they are enrolled. Enrolment in, and full-time attendance at Prep, fulfils this
obligation.
Further information is available on the department's website at

Variation to school age entry enrolment
http://ppr.det.qld.gov.au/education/management/Pages/Variation-to-School-AgeEntry-Enrolment.aspx

Prep as the first year of schooling
http://deta.qld.gov.au/initiatives/flyingstart/prep.html

Set for Prep
http://education.qld.gov.au/strategic/advice/earlychildhood/prepkit.html
Support options
EQ provides a variety of supports and services to all students, including those with
ASD so they can access support to maximise their learning outcomes. All students
are supported through an education system that values, celebrates and responds
positively to diversity among its students, families, staff and community members.
Regions and schools provide a continuum of support for students with ASD through
allocated resources and specialist support personnel. This may include guidance
officers, behaviour support staff, advisory visiting teachers (with disability specific
skills and expertise), special provisions for assessment, assistive technology,
P a g e | 10
alternate format materials, speech-language therapy services, learning support,
occupational therapy and physiotherapy services.
The Education Adjustment Program (EAP) is part of the array of programs and
services that are provided by the department to support students with ASD with
significant education support needs. Information about EAP is available at
http://education.qld.gov.au/students/disabilities/adjustment/.
The principal is responsible for ensuring all students are provided with the
appropriate educational adjustments to enable them to access the curriculum.
Collaboration with parents/carers is an important part of the process of identifying
and responding to the individual needs of students.
Further information is available at:

Enrolling your child
http://education.qld.gov.au/schools/about/enrolling.html

Education for children with a disability: a guide for parents - state education
http://education.qld.gov.au/studentservices/learning/disability/parentguide/index.h
tml

Learning and disability support
http://education.qld.gov.au/studentservices/learning/index.html
Non-state school sector
Non-state schools provide a range of support options for students with ASD. There
are two main types of non-state schools:

independent schools

Catholic schools.
For specific information regarding the support options available within the non-state
sector, please contact the individual non-state school directly, Independent Schools
Queensland or Queensland Catholic Education Commission.
Independent Schools Queensland information for parents
An independent school is a non-government school that is governed, managed and
accountable at the level of the individual school. Today, most independent schools
employ specially trained teachers to assist students with special learning needs.
Schools offer programs not only to students with disability, but to 'gifted and talented'
students as well by way of 'extension and enrichment learning programs'.
For further information about specific support options for your child, it is
recommended you contact the independent school directly or visit the Independent
Schools Queensland website at
http://www.aisq.qld.edu.au/Page.aspx?category=1&element=280.
Queensland Catholic Education Commission information for parents
Queensland Catholic Education Commission (QCEC) is a peak strategic body with
state-wide responsibilities in respect to Catholic schools in Queensland administered
by five diocesan schooling authorities (Brisbane, Cairns, Rockhampton, Toowoomba
and Townsville) and 18 religious institutes.
The QCEC website can help you locate your nearest Catholic school, provide links to
the school website and other related information. Further information can be found at
http://www.qcec.catholic.edu.au/.
P a g e | 11
Choosing a school
When choosing a school, the department's parent and carer website at
http://education.qld.gov.au/parents/ may be useful as it has information on:

finding a school (http://education.qld.gov.au/parents/find-school/index.html)
which includes an online directory listing all state and non-state schools in
Queensland and provides links to school websites
(http://education.qld.gov.au/directory/)

life at school at http://education.qld.gov.au/parents/school-life/index.html

parent resources at http://education.qld.gov.au/parents/information/index.html.
The Queensland state schools app is available at
http://deta.qld.gov.au/about/apps/education/qld-schools.html. This app can help you
locate your nearest school, give you directions, link to the school website URL and
other related information.
Specific information regarding programs and services in EQ for students with
disability is available on the department's website at
http://education.qld.gov.au/studentservices/learning/disability/programs.html.
The following tip sheets and template can help you in the process of selecting a
school:

Tips for selecting a school
http://education.qld.gov.au/asd-online-resource-kit/families/docs/selectingschool.doc
o

What do you want in a school? (template)
http://education.qld.gov.au/asd-online-resource-kit/families/docs/whatyou-want-in-school.doc
Questions to ask schools
http://education.qld.gov.au/asd-online-resource-kit/families/docs/questions-toask.doc
o
Preparing a list of questions (template)
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparing-questions.doc

Tips for researching schools in the local area
http://education.qld.gov.au/asd-online-resource-kit/families/docs/researchingschools.doc

Tips for visiting schools
http://education.qld.gov.au/asd-online-resource-kit/families/docs/visitingschool.doc
P a g e | 12
Managing the paper trail
When beginning to choose a school, you may find that very quickly you end up with
lots of information about and from different schools, and information that you would
like to share about your child. It may be useful to start a 'transition folder' where you
can keep all of the important information in one central spot. A large A4 folder with
tab dividers is probably the best option.
Relevant documents/templates such as those listed above, and your child's transition
booklet (available at http://education.qld.gov.au/asd-online-resourcekit/transition/docs/transition-booklet.doc) can all be contained in this folder alongside
individual school contact details and documents including the school annual report,
school prospectus and school enrolment form.
It is recommended to include several certified copies of the following documents in
this folder ready for the enrolment process. That way the original is stored safely and
you have extra copies handy in case you need them.

birth certificate

vaccination records

letter of diagnosis

current Family Court orders.
P a g e | 13
Preparing your child
Getting ready for school is a long term process. There are a range of strategies and
activities that you can put in place with your child to support the successful transition
to school.
As you read through the strategies and activities, consider which ones you can put in
place at home to support your child. You may also design a range of other strategies
and activities with your child's transition team (see the transition planning section at
http://education.qld.gov.au/asd-online-resource-kit/transition/transition_planning.html
for more information) which can be documented in your child's transition plan in the
transition booklet at http://education.qld.gov.au/asd-online-resourcekit/transition/docs/transition-booklet.doc.
Please note, the strategies and activities outlined in this section are general
recommendations and may not be suitable for all children and families. Talk with your
child's early childhood setting, proposed school or therapist about which strategies
might work best in the home setting. A transition team, incorporating the key people
involved with your child, is recommended to ensure that the strategies and activities
chosen are implemented across all environments.
Strategies and activities may also be adjusted to suit your child's individual needs,
strengths and special interests, for example, you might incorporate your child's
favourite cartoon character into a story based intervention or use their favourite
colour for the backing of a schedule.
The following tip sheets and templates can help you in the process of preparing your
child for school:

Tips for creating a calendar countdown
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/creating_calendar-countdown.doc
o
My calendar countdown to Prep (template)
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/calendar-countdown-template.doc

Tips for developing routines and daily schedules at home
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/routines-schedule.doc

Tips for developing work systems at home
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/work-systems-home.doc

Tips for developing 'Now and Then' cards
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/now-and-then.doc

Tips for introducing vertical schedules
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/vertical-schedules.doc

Tips for supporting communication at home
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/supporting-comm.doc

Tips for preventing and responding to challenging behaviour
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/challenging-behaviour.doc
P a g e | 14

An introduction to sensory processing for parents
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/sensory-processing.doc

Tips for developing self-care skills
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/self-care.doc

Tips for generalising skills
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/generalising-skills.doc

Tips for school uniforms
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/school-uniform.doc

Tips for travelling to and from school
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/travel.doc

Tips for outside school hours care
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/oshc.doc

Tips for talking to other parents and children about ASD
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/other-parents.doc

Tips for story-based interventions
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/story-based-intervention.doc
Further information

Transition section: transition timeline for parents and educators planning
transition activities
http://education.qld.gov.au/asd-online-resource-kit/transition/transitiontimeline.html

Educators section: day-to-day routines - for educators working to establish clear
routines for children
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/index.html
P a g e | 15
School holidays
The information contained in this section has been developed for parents of children
who have transitioned to school and are approaching their first school holiday period
(i.e. end of Term 1), however the information is applicable for any holiday period.
School holidays can be a big change in routine that need consideration and planning.
School holidays are usually an opportunity for children and families to relax and have
a break.
However, for the child with ASD who may thrive on the routine and structure of the
school day, holidays may be stressful and challenging. For example, removing the
predictability of the school routine could result in increased anxiety and challenging
behaviours. Challenging behaviour can occur when children are not sure what to do
with their time or when they do not know what is expected of them.
Of course, not every child with ASD will find the school holidays stressful. Time away
from the demands of the classroom can be a positive experience for some children
and the return to school after a period of 'down time' at home can be the greatest
challenge. It is important that children are prepared for the move back to school as
this usually provides some amount of stress to most children.
Parents may worry that they are required to plan fun-filled and entertainment packed
events every day of the holidays. School holidays do not need to be filled with
activities at every hour of the day or require parents to spend large amounts of
money or resources. There are a range of strategies that you can put in place and
resources you can access to assist in ensuring school holidays are relaxing and
enjoyable for all.
Most important is the need to consider, plan and prepare for activities, outings or
routines that suit your child, your family and the time and resources you have
available. Some time also needs to be set aside to prepare for the new school term
or year so that the family is prepared, equipment and uniforms are organised and
when possible, routines have been practised.
The following tip sheets and templates can help you to plan the school holiday period
and the return to school:

Tips for school holiday activities
http://education.qld.gov.au/asd-online-resource-kit/families/docs/school-holidayactivities.doc

Tips for vacation care programs
http://education.qld.gov.au/asd-online-resource-kit/families/docs/vacationcare.doc

Tips for accessing respite care
http://education.qld.gov.au/asd-online-resource-kit/families/docs/respite.doc

Tips for planning for the holiday period
http://education.qld.gov.au/asd-online-resource-kit/families/docs/planning-forholidays.doc
o

My School Holiday Planner (template)
http://education.qld.gov.au/asd-online-resource-kit/families/docs/my-schoolholiday-planner.doc
Tips for getting ready to start the new school term
http://education.qld.gov.au/asd-online-resource-kit/families/docs/new-term.doc
P a g e | 16
Advocacy and support
It is recognised that transitioning your child to school can be a time of increased
stress and anxiety for a family of a child with ASD. The Department of Education,
Training and Employment is committed to the successful transition to schooling for all
children, including children with ASD.
During the course of the transition period, or your child's school years, you may have
cause to make a complaint about an issue or concern you have with their education.
The department is committed to ensuring that all complaints are dealt with in a fair
and equitable manner. There are processes and support networks in place to enable
you and your child to work through any issues or concerns you may have. Further
information is available at http://education.qld.gov.au/parents/making-acomplaint.html.
If you have concerns or queries regarding any aspect of school life, it is
recommended you first discuss your concerns with the school.
If you feel you may need support regarding advocating for your child, you may wish
to access advocacy or support services to assist you in communicating effectively
with school staff. Disability organisations and community support services can assist
through providing formal support structures for both you and your family.
What is advocacy?
The Department of Families, Housing, Community Services and Indigenous Affairs
(FaHCSIA) provides the following definition of advocacy:
'In broad terms, advocacy for people with disability can be defined as speaking,
acting or writing with minimal conflict of interest on behalf of the interests of a person
or group, in order to promote, protect and defend the welfare of and justice for either
the person or group by:

being on their side and no-one else's

being primarily concerned with their fundamental needs

remaining loyal and accountable to them in a way which is empathic and
vigorous.'
Further information regarding definition and models of advocacy are available on the
FaHCSIA website at http://www.fahcsia.gov.au/about/overview/Pages/default.aspx.
How can advocacy groups and agencies assist me and my child?
Advocacy groups within the community aim to support individuals in having their
voice heard, and ensuring basic needs are met. If you are experiencing difficulty
communicating with your child's school, enlisting the help of an advocacy group can
assist you to establish a functional communication pathway. A range of advocacy
options are available within the community including learning how to self advocate,
individual, group, and systematic advocacy.
Who provides advocacy and support services?
Advocacy and support services exist within the community to provide families,
parents, carers and siblings with resources to support them in their role. Within
Queensland a range of agencies exist to provide supports to families of children with
a disability. Contact with these groups can be face to face, phone contact, accessing
online resources, or via virtual networks (i.e. email, Skype).
P a g e | 17
Most agencies providing support to individuals with ASD, also provide advocacy and
support to families on an informal basis such as attending meetings with you are
providing guidance beforehand.
Family members and friends can also take on a support or advocacy role.
Non-government organisations that might be helpful to you are listed as links on the
Department of Communities, Child Safety and Disability Services website at
http://www.communities.qld.gov.au/disability/support-and-services/useful-links.
How can support groups and agencies assist me and my child?
Support agencies aim to assist families in their role as carer of their child with a
disability. Formal support networks can enhance support you may currently receive
from family, friends, neighbours, and other parents. Many agencies offer this service
at little, to no cost. Learning more about the types of support options that are
available to you can help you to select a support agency that will meet the needs of
you and your family.
Support can also be provided to your family through respite services. Tips on
accessing respite services can be found in the school holidays section of the website
at http://education.qld.gov.au/asd-online-resource-kit/families/school-holidays.html.
The following tip sheets answer the what, why, and who of family advocacy and
support and can help you to locate services in your local area:

Tips for advocating for your child
http://education.qld.gov.au/asd-online-resourcekit/families/docs/advocacy_groups.doc

Tips for Advocacy and the Disability Standards for Education 2005
http://education.qld.gov.au/asd-online-resourcekit/families/docs/advocacy_disability_standards_2005.doc

Tips for playing an active role in the school community
http://education.qld.gov.au/asd-online-resourcekit/families/docs/playing_active_role.doc

Tips for parent and carer support groups
http://education.qld.gov.au/asd-online-resourcekit/families/docs/parent_carer_support_groups.doc

Tips for sibling support groups
http://education.qld.gov.au/asd-online-resourcekit/families/docs/sibling_support.doc
P a g e | 18
Further information

Further learning and support
http://education.qld.gov.au/asd-online-resource-kit/support/index.html

Supporting parents to access further support
http://education.qld.gov.au/asd-online-resource-kit/transition/access-furthersupport.html
P a g e | 19
Information for educators of students with ASD
The Melbourne Declaration on Educational Goals for Young Australians has a goal
that Australian schooling promotes equity and excellence. This means that all
Australian governments and school sectors must provide all students with access to
high-quality schooling that is free from discrimination. Further information is available
at
http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educat
ional_Goals_for_Young_Australians.pdf.
All Queensland schools, state and non-state, are required to identify barriers to
student learning and make reasonable adjustments to minimise their effect on
student learning and achievement.
With effective teaching, practice and useful feedback, every student, including
students with ASD, can develop further knowledge and skills and the understanding
to apply these purposefully to challenging tasks. Inclusive education reflects the
values, ethos and culture of a public education system committed to excellence by
enhancing educational opportunities for all students. Further information about
inclusive education can be found at
http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf.
The department's Dimensions of Teaching and Learning state that, ”the quality of
classroom teaching has a profound influence on student learning and achievement.
School leaders greatly influence improved student outcomes by creating a school
environment in which teachers are guided and supported to be effective teachers
who systematically plan, use evidence to inform their practice and employ a range of
teaching strategies and methods to improve student learning outcomes”. Further
information can be found at
http://www.learningplace.com.au/uploads/documents/store/doc_750_3009_Dimensio
ns_of_teaching_and_learning.pdf.
The information provided in this section of the online resource transition package
(http://education.qld.gov.au/asd-online-resource-kit/introduction.html) is intended to
assist school staff to support the successful transition of children with ASD in to
school and achieve high quality educational outcomes. Information and strategies
have been grouped into four sections to help you navigate the process of supporting
the transition of students with ASD:

Day-to-day routines
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/index.html

Curriculum access for students with ASD
http://education.qld.gov.au/asd-online-resourcekit/schools/curriculum_access/index.html

The learning environment
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/index.html

Continuing successfully after transition
http://education.qld.gov.au/asd-online-resource-kit/schools/continuingsuccessfully/index.html
P a g e | 20
Day-to-day routines
Throughout the day, Prep students are engaged in a variety of learning in a diverse
array of activities, routines and environment as they participate in the Prep
curriculum. Moving through these activities and routines smoothly each day is a
challenge for many students, but more so for those students with ASD who may
experience the following:

anxiety relating to being unable to accurately predict transitions, changes and
outcomes

extreme confusion due to difficulties comprehending what they are actually meant
to do within specific activities or routines

communication break downs arising from auditory processing difficulties and
flexible thinking challenges

sensory sensations which may interfere with learning

difficulty processing and responding appropriately to the social demands of group
learning.
Establishing day-to-day routines and recognising and addressing some of the
challenges students with ASD may face during their day will go a long way towards
reducing or preventing challenging behaviours such as physical outbursts, tantrums,
crying, withdrawal and other stress and anxiety related behaviours.
Possible issues students with ASD may experience, some possible reasons why
particular behaviours may occur and some suggested strategies are outlined in the
following routines:
1.
Before the bell
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/before-bell.html
2.
Starting the day
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/starting-day.html
3.
Group and mat time
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/group-time.html
4.
Packing up and finishing tasks
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/packing-up.html
5.
Eating and getting ready to play
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/eating.html
6.
Outside play time
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/play.html
7.
Classroom activities
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/classroom-activities.html
8.
Specialist lessons
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/specialist_lessons.html
P a g e | 21
9.
Supply teachers
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/supply_teachers.html
10. Ending the day
http://education.qld.gov.au//asd-online-resource-kit/schools/day-today_routines/ending_day.html
Further information

Families section: preparing your child (for parents preparing young children to
transition into Prep)
http://education.qld.gov.au//asd-online-resource-kit/families/index.html

Learning environment section (for educators in managing and manipulating the
learning environment)
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/index.html

Schoolwide positive behaviour support
http://behaviour.education.qld.gov.au/positive-behaviour/wholeschool/Pages/why.aspx

P a g e | 22
Curriculum access for students with ASD
Curriculum is dynamic and encompasses:

the learning environment

resources

teaching approaches and strategies

assessment programs and methods

the values and ethos of the school

the relationships and behaviours among students and teachers.
These are all interconnected and provide the experiences that contribute to student
learning.
A curriculum that maximises the learning of all students is one that recognises and
celebrates diversity and engages all students in intellectually challenging learning
experiences. It provides students with clear guidance on what they are learning and
how they will be assessed.
The Australian Curriculum has been developed based on the assumption that each
student is capable of learning and their needs are important. Schools should
construct learning programs to meet the learning needs of their students, including
students with ASD, based on the Australian Curriculum. It is important to note that
the Australian Curriculum is presented as a continuum that makes clear what is to be
taught across school year levels for all students, including students with ASD.
Information about the Australian Curriculum can be found at
http://www.australiancurriculum.edu.au/.
The Australian Curriculum enables teachers to plan rigorous, relevant and engaging
learning and assessment experiences for students with disability, including students
with ASD.
For those learning areas where the Australian Curriculum is not applicable, schools
implement the Queensland curriculum developed by the Queensland Studies
Authority (QSA). Further information about the QSA can be found on their website at
http://www.qsa.qld.edu.au/10188.html.
These objectives have a legislative basis. The Disability Discrimination Act 1992
(DDA) and the Disability Standards for Education 2005 (the Standards) require
education providers, including both state and non-state schools, to make reasonable
adjustments to assist students, including students with ASD, to participate in learning
and to demonstrate their knowledge and understanding. The DDA is available at
http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/. The Disability
Standards for Education 2005 is available at
http://www.deewr.gov.au/Schooling/Programs/Documents/Disability_Standards_for_
Education_2005_pdf.pdf.
Further information
The following information has been developed to assist educators in providing high
quality education opportunities for students with ASD:

Curriculum section
http://education.qld.gov.au/asd-online-resourcekit/schools/curriculum_access/index.html
P a g e | 23

Access to curriculum - strengths and barriers
http://education.qld.gov.au/asd-online-resourcekit/schools/curriculum_access/strengths_barriers/index.html

Tips to support curriculum access for students
http://education.qld.gov.au/asd-online-resourcekit/schools/curriculum_access/tips-support-ca.html

Planning and documentation
http://education.qld.gov.au/asd-online-resourcekit/schools/curriculum_access/planning.html
P a g e | 24
The learning environment
When teaching students with ASD it is important to understand the impact of the
student's learning environment on their engagement and behaviour. Managing and
manipulating the learning environment supports students with ASD to attend, access
and engage with the curriculum and their peers, develop independence and cope
with change. The learning environment includes the physical environment, the
sensory environment and the social environment.
The considerations, suggestions and tips in the following sections have been
provided to assist in structuring a positive learning environment for students with
ASD. It is important when selecting strategies that the individual characteristics of the
student with ASD are considered as not all strategies will be relevant for all students.
The Prep learning environment includes the following considerations:

classroom layout

seating

break areas

supporting positive playground interactions

developing supportive routines and schedules

visual cueing systems

developing work systems and work stations

managing groups

assembly and movement around the school

Positive Behaviour Support

being safe

use of assistive technology.
Classroom layout
The organisation of the physical space in the Prep classroom influences all students
in the following ways:

provides visual clarity (easy to see what is required) thus increasing
independence

allows for smooth transitions by providing clear space and traffic routes

maximises support by allowing for efficient access by support staff

organises the sensory environment so as to modulate sensory input

clarifies where the student needs to sit, what to focus on and where their
belongings are stored.
Tips for classroom layout is available at http://education.qld.gov.au/asd-onlineresource-kit/schools/learning-environment/docs/classroom_layout.doc.
P a g e | 25
Seating arrangements
When considering seating arrangement for a student with ASD, it is important to
consider:

positioning of seating in the classroom (where to seat individual children)

group composition (peers as models, triggers or distractions

student's actual sitting skills (on chairs, on the floor).
Tips for organising seating arrangements are available at
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/docs/safety.doc.
Break areas
When young students become overloaded with sensory information or their anxiety
levels escalate significantly, they are unlikely to be able to exert any internal control
over their impulses or to respond to prompts and cues from adults.
Teaching students to self regulate and manage their responses in challenging and
taxing situations starts with supporting them to take a break before they become
overwhelmed.
The advantages of teaching students to take a break at school include:

supports students to maintain control of their emotions

allows for more opportunities for a positive resolution to incidents and issues for
everyone

supports students to sustain social interactions for longer periods as they know
they can take a break when needed

supports students to develop greater confidence in their ability to problem solve
and cope with consequences

minimises controlling or repetitive behaviours which generally escalate in times
of stress.
Tips for developing break areas is available at http://education.qld.gov.au/asd-onlineresource-kit/schools/learning-environment/docs/break_areas.doc.
Supporting positive playground interactions
Considering and managing the playground environment recognises that

while time in the playground can be a 'break' for many students, some students
with ASD may find the busyness of the playground adds sensory and social
pressure

the 'unwritten laws' of the playground can be complex and ever changing which
may make it difficult to predict, respond to and apply social rules to for students
with ASD

considering the sensory and social demands of the playground for students with
ASD can support the development of more inclusive and engaging play
experiences for all.
P a g e | 26
Tips for supporting positive playground interactions are available at
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/docs/playground.doc.
Developing supportive routines and schedules
Most students with ASD find routines and schedules comforting and calming.
Routines and schedules:

minimise stress and anxiety related to learning new skills or accessing new
environments or information

remove confusion and difficulties comprehending information (instructions) from
others

help students predict what will happen and what is expected of them

provide consistency necessary for learning

teach expected behaviours necessary for group learning.
Some students may benefit from adjustments to routines or schedules and some
explicit teaching of how to follow whole class and school routines and schedules on a
planned and regular basis.
Tips for developing supportive routines and schedules are available at
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/routines.html
Visual cueing systems
Most children with ASD seem to understand and respond better to visual, permanent
information. Their communication and sensory processing differences mean that
auditory information may not be heard clearly, processed correctly or retained in
short-term memory well enough to be useful. Information presented visually (written
words, symbols, photos, objects, drawings or video) rather than via the spoken word
alone, often causes a significant improvement in the student's response.
Visual cueing systems may include schedules, timetables, cue cards, story-based
interventions, lists and other activity checklists, video modelling and visual reward
systems.
Planning and evaluating visual cueing systems
Visual cueing systems can be used, adapted and integrated into the Prep learning
environment in a variety of ways. When planning or evaluating the use of visual
cueing systems it is important to consider:

the environment(s) that the visual cueing tool is intended for

what the student is currently using or doing

the communication, behavioural and curriculum goals of the student

what the visual tool will actually look like and include

the intended use of the tool

the intended audience for the tool (e.g. just one student, whole class, support
staff)
P a g e | 27

the implementation and evaluation of the tool including teaching the student how
to use it.
Tips for visual cueing systems in the prep learning environment is available at
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/docs/visual-cueing-systems.doc.
Developing work systems and stations
Work systems and work stations are beneficial for students with ASD as they:

provide visual structure clarifying how to approach a task

are a sequential list of steps to follow to complete a task

have a clearly defined beginning and end which indicate what is required, how
much is required and for how long

clarify many of the 'unwritten rules' of group learning, such as how to wait and
whose turn it is

promote independence by providing information in a format (visual and physical)
that is easily accessible by the student and unchanging

are self-contained as the student is able to see what is required simply by
viewing the materials presented

limit the need for verbal instructions which can be difficult for students to
consistently comprehend and apply.
Tips for developing work systems and work stations is available at
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/docs/work_systems_stations.doc.
Managing groups
Organising activities in small groups has a number of benefits for students with ASD
including:

limiting sensory distractions due to noise and movement

managing the social demands of activities by reducing the amount of sharing
and waiting time

providing better opportunities to successfully practice interactive skills such as
requesting a turn, waiting, sharing, listening to others, joining discussions, and
turn taking via the smaller group and more predictable composition

allowing for the different paces that students learn as well as the different levels
that they may be operating at within the curriculum

allowing greater opportunities for peer tutoring

allowing for multiple curriculum learning areas, general capabilities and crosscurricular priorities to be covered through group rotations

flexible or varied group composition allows for students with ASD to work with
others at similar, higher and lower levels to them, which provides opportunities
for the teacher to highlight that everyone has different abilities, strengths,
challenges and interests
P a g e | 28

allowing opportunities for the teacher to rotate through a number of small groups
on a regular basis

lowering the adult to child ratio for some activities as required for targeted
teaching

allowing for efficient use of concrete
Tips for managing the group size is available at http://education.qld.gov.au/asdonline-resource-kit/schools/learning-environment/docs/managing_group_size.doc.
Assembly and movement around the school
The development of consistent and predictable routines and procedures for
transitions and movements throughout the school has benefits for students including:

providing safe routines and procedures

managing the social demands of assemblies and movements around the school
by providing rules and explicit teaching (e.g. on how to line up), limiting the
sensory impact by managing the size, noise and physical closeness of
transitions and where the student sits on assembly

allowing students to focus more on the actual activity of attending to the
assembly or moving around the school and less on what is actually required of
them

providing consistency and predictability, thereby minimising anxiety and any
controlling or repetitive behaviours which tend to escalate in times of stress

increasing independence.
Tips for managing assembly and movement around the school is available at
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/docs/assembly_movement.doc.
Positive Behaviour Support (PBS)
Positive Behaviour Support (PBS) uses preventative, teaching and reinforcementbased strategies to achieve meaningful and durable behaviour outcomes.
PBS is an evidence-based approach for supporting all students, such as through the
department’s Schoolwide Positive Behaviour Support program, as well as for
individual students. Information about the Schoolwide Positive Behaviour Support
program can be found at http://behaviour.education.qld.gov.au/positivebehaviour/whole-school/Pages/why.aspx.
PBS support for individual students:

concentrates primarily on preventing the occurrence of an identified behaviour
by avoiding or adapting the circumstances that usually trigger this behaviour

focuses on building skills to use or developing alternative preferred behaviours

considers the motivation for or functions of behaviours

values the student and their attempts at positive interaction

uses the students strengths and interests to increase success

increases an individual’s quality of life by supporting increased access and
engagement.
P a g e | 29
PBS for students with ASD: some points to consider is available at
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/docs/positive_behaviour_support.doc.
A template for developing a PBS plan is available at http://education.qld.gov.au/asdonline-resource-kit/schools/learning-environment/docs/steps-developing-pbsplan.doc.
This template has been developed to assist team members supporting students who
require an individualised positive behaviour support plan focused on targeted
behaviour/s. This planning tool requires the case manager to have some previous
experience of developing and implementing a PBS plan.
Being safe
For some students with ASD, difficulties with social understanding and a focus on the
immediate details rather than the ‘big picture’ means explicit teaching of being safe
and environmental changes may be required.
While all students have variable understandings of danger dependent upon their
skills and life experiences, some issues may include:

hazards due to poor coordination or proprioceptive feedback while using
equipment such as scissors, rulers and other sharp items

inadvertently harming others through poor awareness of others such as stepping
on children's fingers, playing too roughly or 'walking through' others

safety concerns due to limited awareness of more extreme safety hazards such
as traffic, running away, hurting others when upset and damaging property in a
way that puts themselves and others at risk

everyday hazards while moving within the school (such as bumping into furniture,
edges or others)

emotional safety due to extreme anxiety or stress, bullying, exclusion.
What is bullying?
Bullying is repeated verbal, physical, social or psychological behaviour that is harmful
and involves the misuse of power by an individual or group towards one or more
persons.
There are three types of bullying:

Overt bullying, often referred to as face-to-face or direct bullying, involves
physical actions such as punching, kicking or verbal actions such as name calling.

Covert or indirect bullying is a subtle type of non-physical bullying which isn't
easily seen by others and is conducted out of sight, and therefore can often be
unacknowledged by teachers. It does harm by damaging another's social
reputation, peer relationships and self-esteem.

Cyber bullying occurs through the use of information or communication
technologies to anonymously or directly bully others.
Bullying incidents typically involves three categories of individuals: the bully, the
target and the bystanders.

Tips for Being Safe is available at
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/docs/safety.doc
P a g e | 30

Tips for Understanding and Addressing Bullying at School: Considerations for
Students with ASD is available at http://education.qld.gov.au/asd-onlineresource-kit/schools/learning-environment/docs/understanding-bullying.doc

Bullying information is available at
http://education.qld.gov.au/studentservices/protection/community/bullying.html
Assistive technology
Assistive technology (AT) is broadly defined as “any item, piece of equipment, or
product system, whether acquired commercially or off the shelf, modified, or
customized, that is used to increase, maintain, or improve functional capabilities of
individuals with disabilities” (Lewis, Rena B. (1993). Special Education Technology
Classroom Applications, Brooks/Cole Pub Co, California).
For example, students who struggle with writing using pen and paper have a range of
alternative assistive technology options to explore such as small and large keyboards,
note takers and specialised software that offers various supportive features and
functions.
AT can be useful for students with ASD to:

supplement, assist or expand expressive communication

provide assistance with organisation, sequencing and prioritising skills

provide visual supports such as schedules or timetables, cue cards, story based
interventions, lists, checklists and visual reward systems

support the understanding, development and application of social skills and
emotional regulation

support attention and engagement with the curriculum and others

support decoding and encoding text that is: text to speech and speech to text.

support access to and application of specific curriculum content

support students to demonstrate knowledge and application of specific curriculum
content.
The Assistive Technology Professional Community has been developed to help
support the use of AT to cater to the learning needs of students with special needs,
including ASD and to use information communication and technologies (ICTs) to
support inclusive learning. It provides practical information, strategies, tutorials and
links to resources that focus on a range of curriculum areas, as well as targeting
specific needs of students.
Further information

Considerations for planning assistive technology use with students with ASD
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/considerations-at.html

Augmentative and alternative communication
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/augmentative.html
P a g e | 31

Tablet application websites
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/tablet-apps.html.

Assistive technology professional community
http://www.learningplace.com.au/deliver/content.asp?pid=33686

Visual cueing systems
http://education.qld.gov.au/asd-online-resource-kit/schools/learningenvironment/docs/visual-cueing-systems.doc
Continuing successfully after transition
Ensuring a student with ASD continues to be successful at school after the transition
phase has concluded is extremely important. This involves:

using the information gathered during the transition process to respond to the
student's individual learning needs

evaluating the adjustments being provided to ensure students are accessing and
participating in the curriculum and negotiating school life on the same basis as
their peers.
Relationships with others, peer interactions, classroom communication, consistency
of staff and managing anxiety can present ongoing challenges for students with ASD.
Consideration and careful planning of these factors can maximise engagement and
participation for students with ASD.
Consideration can be given to the student's individual:

communication skills and needs

social understanding

capacity for flexible thinking and behaviour

sensory processing differences

cognitive processing differences

organisational needs and supports

interests and motivations

stress triggers

learning preferences

previous experiences including previous successes and previous challenges.
Some possible tips and strategies, which may be adjusted to suit the student or
specific learning environment, for continuing success beyond transition are outlined
below:

Developing relationships
http://education.qld.gov.au/asd-online-resource-kit/schools/continuingsuccessfully/relationships.html

Peers
http://education.qld.gov.au/asd-online-resource-kit/schools/continuingsuccessfully/peers.html
P a g e | 32

Teaching classroom communication
http://education.qld.gov.au/asd-online-resource-kit/schools/continuingsuccessfully/classroom-communication.html

Managing stress and anxiety
http://education.qld.gov.au/asd-online-resource-kit/schools/continuingsuccessfully/managing-stress.html

Introducing change
http://education.qld.gov.au/asd-online-resource-kit/schools/continuingsuccessfully/introducing-change.html

Promoting success with new or unfamiliar staff http://education.qld.gov.au/asdonline-resource-kit/schools/continuing-successfully/docs/unfamiliar-staff.doc

Management strategies and tips for continued success
http://education.qld.gov.au/asd-online-resource-kit/schools/continuingsuccessfully/docs/continue-success.doc
P a g e | 33
Transition
Transitioning to Prep is an important journey. For many children, the commencement
of kindergarten is part of their journey to Prep. Early childhood experts agree that a
quality kindergarten program develops children's learning and physical abilities and
helps them prepare for school.
The transition section of this online resource package contains practical information
to assist in guiding families and educators through the process of successfully
transitioning a child with ASD to Prep. Transition is about key stakeholders working
together to ensure that the child's journey to formal school occurs in a supportive and
positive environment and is as smooth as possible.
This package contains a number of resources designed to assist you in the process
of transition from the initial planning phase through to the reflection of the transition
journey. In many cases, the information contained in this section can be used to
enhance and develop transition practices that are already in place.
Active engagement in the process is supported through a range of documentation
which helps to formalise discussions. Formalising a plan and recording key roles,
responsibilities and actions ensures that all stakeholders are moving in the same
direction with the focus being on the child.
Within the transition process, there are several key factors that should be kept in
mind. These include:

allowing time to plan

ensuring regular and open communication with all relevant stakeholders

working within a team throughout the transition period to share responsibilities

ensuring that the transition plan and process is individualised to the needs of the
child, family and school setting.
Transition information and resources are grouped as follows:

Transition booklet: My journey to Prep

Transition planning

Transition information for educators

My new school story.
Information on selecting a school is available at School options for your child in the
families section of this web resource at http://education.qld.gov.au/asd-onlineresource-kit/families/school_options.html.
Further information regarding continuing successfully after the transitions process is
available at Continuing successfully after transition in this web resource at
http://education.qld.gov.au/asd-online-resource-kit/schools/continuingsuccessfully/index.html.
P a g e | 34
Journey to Prep
Transition to Prep is an exciting but complex process. It contains a number of steps
and processes and involves decisions and outcomes that can greatly influence the
child starting school successfully.
While this process can be complicated for any child, the child with ASD may face
unique challenges that require specialised considerations. The Transition booklet: My
journey to Prep is available at http://education.qld.gov.au/asd-online-resourcekit/transition/docs/transition-booklet.doc and is intended to be a collaborative
planning tool used by all stakeholders to support the successful transition process for
a child with ASD. It allows all members of a child's transition team opportunities to
view, contribute and collaboratively plan the student's transition journey to Prep.
This booklet is for:

parents

early childhood education and care (ECEC) educators

early intervention professionals

Prep staff

any allied health professionals supporting the child or the family.
Parents
Parents can begin to compile information for the transition booklet in the year prior to
their child commencing Prep. The parent section of the transition booklet contains
child profile options and a parent statement of aspirations to complete. If you wish,
you may choose to print and complete only the parts of the parent and child section
that are important to you and your child.
Parents may also choose to add current programs or reports from private therapists,
allied health or medical staff in the educators section as well as adding to the
planning and team sections.
The transition booklet allows important information about the child and the transition
process to be shared. While a range of people will contribute to the booklet, it is
ultimately the child's book. It is recommended that parents act as coordinators of the
transition booklet and work with stakeholders to develop the content.
If parents are not sure how to begin, contact your child's ECEC educator and/or
proposed school who can assist them to begin the process and choose sections to
print and complete. Before their child's early childhood education and care setting
can begin to add information, it is important that they have parental consent to share
information about their child. A parental consent form is available in the transition
booklet at http://education.qld.gov.au/asd-online-resourcekit/transition/docs/transition-booklet.doc.
P a g e | 35
Educators
ECEC educators can begin to compile information as soon as parents have given
their consent for information to be shared. Initially they are primarily responsible for
completing the educators section of the booklet as well as contributing to the
planning section as a member of the child's transition team.
Prep staff may begin to contribute to the transition booklet during the first transition
meeting of all stakeholders. This is when the child's individual transition plan is first
developed. Prep staff may continue to add information throughout the year with
specific responsibility to ensure up to date and relevant information is provided
during the last term before transition to Prep.
The transition booklet remains the property of the family and it is important that
parents are given the opportunity to take ownership of the book. Parents are
encouraged to share the booklet with their child's school. All educators are
encouraged to provide additional support to those families who may require
additional assistance to complete, collate and share the booklet.
Specifically some parents may find the size of the booklet overwhelming and may
need support or assistance to only contribute to and print the sections of the booklet
that they are comfortable with such as parts or all of the parent and child section.
Allied health professionals and other support staff
Allied health professionals and other support staff may add information as required
throughout the transition journey once parental consent to share information is
obtained.
Individualising the Transition booklet: My journey to Prep
In some sections of the Transition booklet: My journey to Prep, a number of options
or templates have been provided so that the individual needs and experiences of all
team members may be accommodated. Please select the documents that best
support each individual child. Some elements of the booklet may not apply to some
children, families or circumstances.
Confidentiality reminder
The information contained within the following document is considered private and
confidential. Parent or carer consent must be obtained before providing or accessing
information. A parental consent form is available in the transition booklet at
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/transitionbooklet.doc.
P a g e | 36
Transition planning
Young children with ASD may make the transition to Prep more smoothly if the family,
the Prep staff, the early childhood education and care educators and any other
support staff are all involved in the child's transition planning.
It is important to note that transition planning is more than a child visiting a Prep
classroom before they start school. It is the collection and collation of information,
experiences and aspirations by:

the student

their family and support personnel

school staff

any other professionals involved

the student's early childhood education and care staff.
The Transition booklet: My journey to Prep provides templates for the collection,
collation and the sharing of information between all involved in the transition journey.
The booklet is available at http://education.qld.gov.au/asd-online-resourcekit/transition/transition_booklet.html.
The following information has been provided to assist you with transition planning:

Transition timeline

The transition team

Transition meetings

Developing transition goals

Transition activities

Reviewing the transition journey.
Transition timeline
The transition to school for a young child is a continuous journey that commences
before the child starts school and continues well beyond the first day of school.
It is recognised that a gradual transition over a 12 month period affords all
stakeholders the opportunity to plan, develop, resource, and reflect on transition
strategies and supports. However, individual circumstances may mean that the
transition timeline may be significantly shorter and therefore only key activities can
be completed.
This does not mean that the child will not successfully transition to their next
educational setting, it simply means that all stakeholders need to carefully consider
the 'who', 'what', 'where' and 'when' of transition in order to ensure that all parties are
prepared and resourced.
Developing a transition timeline through collaboration between the family, teachers
and other relevant people may assist in ensuring the very best start to schooling for a
child with ASD. This ensures that everyone is on the same page and aware of what
supports are in place and who is responsible.
When developing a transition timeline, the transition team need to consider the
unique characteristics of the child, the capacity of the sending and receiving
educators to enact key tasks and activities, and the capacity of the family to support
all activities.
P a g e | 37
Tips for transition activities contains examples of best practice transition strategies
and activities for a child with ASD. This tip sheet is available at
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/tips-for-transitionactivities.doc.
My transition timeline template is available for you to download and complete for your
child or student. This template is available at http://education.qld.gov.au/asd-onlineresource-kit/transition/docs/transition-booklet.doc.
The transition team
The transition team may consist of members of the following sub teams:
The family team
The sending team: Early The receiving school
Childhood Education
team
and Care (ECEC)
setting/s
 child
 ECEC educators
 parent/s
 ECEC special
education staff
 carer/s
 parent/caregiver
advocates and support
persons such as
interpreters, friends,
case workers, regional
support agencies and
other community
supports
 social worker
 inclusion support
agency staff
 advisory visiting
teachers
 school administrator
(principal, deputy
principal, head of
curriculum)
 prep teacher
 guidance officer
 inclusion support
teacher / special
educator
The allied health
team
 speech-language
pathologist
 occupational
therapist
 psychologist
 physiotherapist
 child psychiatrist
 paediatrician or
general
 teacher aides or school
practitioner
officers
 advisory visiting
teacher
 head of special
education services
(HOSES)
 school chaplain
 family and early
childhood
services (FECS)
staff
 child
development
clinic staff
 school support staff
e.g. therapists
It is important to choose a workable team from the range of options above, taking
into consideration a large team is useful in the data gathering stage.
A wide variety of team members who are able to observe or work with the student in
a variety of environments, situations or interactions may provide rich data. A smaller
team is useful in the transition planning stage.
A representative from each sub team is necessary to develop individual transition
goals ensuring that the individual needs of the student are identified, recorded and
an appropriate plan of action is developed.
Once the transition team has been agreed upon, contact details may be entered into
the Transition booklet: My journey to Prep. This is available at
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/transitionbooklet.doc and can be updated as required.
P a g e | 38
The Transition booklet: My journey to Prep also provides templates which may be
useful to support effective and efficient communication between transition team
members during the transition process.
Transition meetings
The transition meeting is an opportunity to meet all the stakeholders who will be
involved in your child s transition to Prep. Transition meetings:

support the development of open and efficient communication between all
members of the transition team

ensure that all stakeholders are involved and engaged in transition planning and
the

ensure the best outcomes for all involved are negotiated, documented and
enacted.
Planned and structured transition meetings, where the goals and strategies to
support transition are discussed and documented in a transition plan, is a vital
element of a successful transition.
Tips and suggestions for both parents and case managers have been developed
along with a sample agenda for a transition meeting. These documents are designed
to support all members in planning, holding, and participating in the transition
meeting.

Tips for parents regarding transition meetings
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/tips-forparents.doc

Tips for case managers regarding transition meetings
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/tips-for-casemanager.doc

Sample transition meeting agenda
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/sampletransition-mtg-agenda.doc
P a g e | 39
Developing transition goals
The development of individual transition goals ensures that the aspirations and
needs of the child, the parents and the school are identified and recorded, and that a
plan of action is developed.
Individual transition goals should identify:

skills or routines the child will require to support successful transition into Prep,
such as following a visual schedule for a session, sitting at mat time, walking with
a peer or asking for help

supports specific to the individual to augment smooth transition, such as the use
of story boards, photo books, individual schedule, break routines, comfort toys or
activities

a timeline of transition activities, such as planning meetings, school visits, early
learning centre visits, home visits, photography or video recording sessions,
collation of school brochures and newsletters, enrolment procedures or
information and portfolio sharing sessions

specifically the 'who', 'what', 'where' and 'when' of these goals which need to be
recorded.
The Examples of my learning section of the Transition booklet: My journey to Prep
contains examples of strategies, supports and adjustments which may be adjusted
and or incorporated into the student's individual transition plan.
Transition goals may be recorded in:

My individual transition plan in the Transition booklet: My journey to Prep
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/transitionbooklet.doc

the Positive Partnerships transition plan
http://www.autismtraining.com.au/public/index.cfm?action=showPublicContent&a
ssetCategoryId=1103

the Queensland Studies Authority (QSA) Queensland kindergarten learning
guideline transition statements in which goals may be added to the additional
information section or alternatively the transition statement may be adapted to
include individual transition goals http://www.qsa.qld.edu.au/12974.html
Transition activities
The process of transition enables families and children to become familiar with the
school routines and environment, and for the school to start to become familiar with
important information about the child such as learning strengths, interests and stress
triggers.
Information for the child and their family can be sorted into two areas: the school and
the classroom. Most information families require regarding the school is accessible
via school websites, parent handbooks, the school prospectus or by requesting
school policies, procedures and information from the principal.
Specific and relevant information regarding the classroom is useful for the child and
his/her family as it helps them prepare for the start to schooling. Children with ASD
are usually more able to understand, remember and use information if:

it is presented in their learning preference (often visual such as photos, images,
video; and/or kinaesthetic such as experiencing or actively being involved in
doing, creating, showing or making)
P a g e | 40

information is linked to known or preferred information (linking to interests, known
routines, concepts or activities, known peers, use of motivating topics, images or
concepts)

consideration is given to the family's ability to access information, which they may
provide to the child at home (Do they have access to the internet? Do they
require translation or language support? Do they already have children enrolled
in this school? Do they need photos and/or video?)
Information which may be useful for the family and the transition team to consider
may include the following:

the routines the student is likely to encounter in Prep

the staff the student is likely to encounter (classroom, playground, office, specialist
staff, support staff, other)

any peers the student may already know or has recently met

the environments the student is likely to experience, including the Prep classroom,
school amenities, the allocated playground area, specialist lessons, library

routines the child will need to know, such as access to the tuckshop, uniform
shop, after school hours care program, sporting amenities, the library and
specialised support or rooms

information relating to any particular interests or strengths that the student may
have as these may be calming and or motivating.
The Transition booklet: My journey to Prep provides templates in the Information for
the Prep environment section which team members may use to ensure that important
information has been shared. The booklet is available at
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/transitionbooklet.doc.
Tips for transition activities at http://education.qld.gov.au/asd-online-resourcekit/transition/docs/transition-booklet.doc provides further specific tips regarding
transition activities. A wide range of transition activities have been suggested. These
activities are grouped into four phases so that it is easy to see how transition
activities may be sequenced and responsibilities allocated throughout the whole
process.
The transition team may choose to prioritise, document and share these activities in
either My transition activities template (in the transition booklet) and or the Transition
timeline, available at http://education.qld.gov.au/asd-online-resourcekit/transition/transition-timeline.html, which allows for more specific details to be
documented and shared with the team.
Consideration must be given to prioritising the suggested transition activities
necessary to support the successful transition to Prep for the individual child, the
family, the ECEC educator and the school. For some children, it may be necessary to
complete most of the suggested transition activities, while other children may only
require a smaller number of the suggested transition activities. Discussing those
activities that are most important for the family and the school will help develop a
transition plan that will meet the specific needs of the student.
Planning to group transition activities such as combining a visit to the ECEC centre
with a transition planning meeting and information sharing session will help manage
time and other constraints.
P a g e | 41
Reviewing the transition journey
Evaluating the effectiveness of the transition program is an important element of the
transition process. This step is both necessary and valuable.
It is important to evaluate how the transition process is:

identifying student, family or school issues to be addressed or managed at the
moment

planning for changes for future transitions for the student, such as moving from
Prep to Year 1 and beyond

supporting the student to manage a change in school, class or teacher in the
future

developing routines and procedures that may be useful for families and students
and support ECEC and Prep educators in future transitions to Prep

reflecting on skill development of all team members.
A Review of the transition program template has been provided which may be used
to document and collate review information by team members. This template is
available in the transition booklet at http://education.qld.gov.au/asd-online-resourcekit/transition/docs/transition-booklet.doc.
Suggestions for efficient methods of evaluating this transition program include:

individual transition team members completing the review table to be collated by
one person, such as the case manager

collaborative discussions so that information may be collated and ultimately acted
upon

responsibilities for follow up or actions allocated to individuals during
collaborative review meetings

the development of transition materials useful for supporting future transitions.
P a g e | 42
Transition information for educators
Educators are able to provide information, guidance, support and practical
involvement in transition activities to families during the whole transition process.
Prep staff can be involved in the transition process from the very beginning once a
school has been selected. This includes during planning, transition activities, right
through to assisting with the review of the transition process and procedures to
continue successful once the student is attending Prep. ECEC educators are often
involved in transition through the provision of practical assistance as well as advice
and support during the whole process.
The information contained in this section aims to support educators in both ECEC
and Prep settings develop an understanding of the individual student's needs,
provides guidelines and suggestions for transition planning and transition activities
for students with ASD, as well as suggestions, considerations and templates which
may support the development and refinement of effective partnerships with parents.
The information is designed to support educators to gather, contribute, collate and
share information in the student's Transition booklet: My journey to Prep at
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/transitionbooklet.doc and the student's Transition timeline available at
http://education.qld.gov.au/asd-online-resource-kit/transition/transition-timeline.html.
Information is grouped as follows:

Getting to know the student
http://education.qld.gov.au/asd-online-resource-kit/transition/individual.html

Developing effective partnerships with parents and carers
http://education.qld.gov.au/asd-online-resource-kit/transition/partnerships-withparents.html
More information for educators regarding day-to-day routines, curriculum access for
students with ASD, the learning environment and suggestions for continuing
successfully after transition may be found in the Information for educators section of
this resource at http://education.qld.gov.au/asd-online-resourcekit/schools/index.html.
Getting to know the individual
Despite there being recognised core characteristics of ASD, it is the blend of a
student's individual characteristics, the individual impact of 'ASD characteristics' and
how they engage with the environment that produces the myriad of individual
presentations.
As with teaching any student, motivating, engaging and challenging your student with
ASD will rely upon discovering and utilising their individual:

personality

motivation

life experiences

any co-existing health or wellbeing concerns.
Developing an individual profile
Developing an individual profile (in the Transition booklet: My journey to Prep at
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/transitionbooklet.doc) of your student involves collating the following information:
P a g e | 43

what your student likes (motivators, strengths, interests, calming activities)

what your student dislikes (stress triggers, challenges)

any strong interests, obsessions or fascinations (these may be calming or may
trigger stress)

strategies that have been useful in the past for calming the student

social, sensory or communicative concerns, supports and successes

any 'top tips' from people who already know the student

information about the student's home and family life which is useful for building
relationships

what type of schedule or list of tasks your student is familiar with so you may
visually plan their first day/sessions.
Information collated via an individual profile may be used to develop a timetable or
schedule of events or activities for the new student which incorporates some known
and preferred activities throughout the day to support a successful start to Prep. This
also helps to plan and manage activities which may be stressful, such as scheduling
them between breaks and preferred tasks.
As student's preferences are individualised and may change, it would be useful to
update information each term or as new information arises.
It is important to remember that all students respond to their environment; both the
physical environment and events or learning that may have happened in their past.
Some students may appear to demonstrate behaviours and or skills in one
environment and not in others.
An individual profile can provide some information about the student and give some
strategies which have been useful for specific environments, however it is important
to note that an individual student's profile can change depending on the environment,
and of course, the skills they have developed or generalised.
P a g e | 44
Example of an individual profile
Likes/interests:
Dislikes:
Obsessions/Habits:
Strengths:
Motivators
Stress triggers
Calming
Learning
strategies/routines/strategies style/motivators
that work
Cars, books,
transport, animals,
talking to others
about cars, making
books, being able to
predict what will
happen, listening to
audio stories with
headphones.
Noise, changing
activities, finishing,
waiting, dirty
hands, others
touching
possessions such
as cars or books,
mat time.
Reading books, following a
list, reading to get calm,
playing with cars alone,
being in control of routine by
having some choice, small
group or individual work
initially, quiet area at back of
room for breaks, audio
stories, visual information.
Use of books, routine,
lists, cars, reading,
car expert, developing
car books, time alone
to play with cars or
read books, limit
changes of activities
each session, same
desk to sit at with box
for books and cars,
some choices in
routine/schedule. Use
of visuals.
Information gathering tools
A number of planning tools which may be useful for gathering information about a
student have been provided to ensure that the individual student, family and
educators needs and experiences may be considered.

Transition booklet: My journey to Prep http://education.qld.gov.au/asd-onlineresource-kit/transition/docs/transition-booklet.doc
o
My individual profile template
o
Transition booklet: My journey to Prep
o
Educator's section
o
Parent and child section

Queensland Studies Authority (QSA) Queensland kindergarten learning
guidelines professional development resources provides links to transition
statements and completed examples http://www.qsa.qld.edu.au/12974.html

Positive Partnerships practical planning tools
http://www.autismtraining.com.au/public/index.cfm?action=showPublicContent&a
ssetCategoryId=1049
Developing effective partnerships with parents
Parents are a wonderful source of knowledge, support, history, strategies and
suggestions. Parents provide a unique perspective of their child across a range of
environments and activities. It is crucial therefore that educators engage, inform and
interact with parents on a regular basis.
Tips for communicating effectively with parents and carers provides specific
strategies and points for consideration to assist you with developing effective
partnerships. This tip sheet is available at http://education.qld.gov.au/asd-onlineresource-kit/transition/docs/tips-for-communicating-parents.doc.
The following information has been provided to assist with developing effective
partnerships with parents:
P a g e | 45

Obtaining information from parents
http://education.qld.gov.au/asd-online-resource-kit/transition/obtaininginformation.html

Templates for communicating with parents
http://education.qld.gov.au/asd-online-resource-kit/transition/docs/transitionbooklet.doc

Helping parents to manage the first day
http://education.qld.gov.au/asd-online-resource-kit/transition/manage-firstday.html

Supporting parents to access further support
http://education.qld.gov.au/asd-online-resource-kit/transition/access-furthersupport.html

Supporting parents who are culturally and linguistically diverse (CALD) or isolated
http://education.qld.gov.au/asd-online-resource-kit/transition/cald.html
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My new school
Rationale
When transitioning a child to Prep, a range of strategies are recommended to
support children to become familiar and comfortable with the new environment,
routines and people. The My new school story provides children who are
transitioning to prep with specific, individualised information about their new school.
The story can introduce physical locations, important staff and routines within the day.
Using the child's preferred learning style
Children are more able to understand, remember and use information, if it is
presented in their preferred learning style. Children with ASD often have a visual and
or kinaesthetic learning preference, that is, information they can see and are actively
involved in doing, making and experiencing, is more likely to be retained, processed
and/or applied.
The use of visual information, such as a story containing photos, a PowerPoint, a
movie or interactive book or video application, may all provide specific information to
the child with ASD. The choice of how to use visual information in the new school
story will depend on the best way for the individual child.
It is important to ensure the child is involved where ever possible in creating the My
new school story by:

allowing them to assist with capturing, selecting and labelling images, photos or
symbols

having them involved in the filming, editing and addition of language to a movie,
book or video.
Tips for developing a new school story

Determine the most important locations and routines that you wish to introduce in
the story (e.g. classroom, teacher, bag rack, toilet, playground).

Use language that is appropriate for the child (i.e. length and complexity of
sentences) keeping sentences as short and specific as possible.

Use visual information that is appropriate for the child (e.g. photographs, pictures,
drawings, or symbols that will make sense to the child).

Select a medium that will be engaging and motivating for the child (e.g. paper,
tablet computer, PowerPoint, movie).

Include some of the child's known or preferred routines and interests so the child
has something to attach or link their memory of their new school to (e.g. sitting on
the mat, preferred books, known peers).

Finish the story on a positive note (e.g. I will have fun at my new school!).
The sample template
A sample template is provided as an example of the format and styling that may be
used within a My new school story. This document is an example only and will need
to be adjusted to ensure it is suitable for the individual child's needs and their Prep
environment. Modifications may include adjustments to:

the length of the story

the amount (number) of visual information

the amount of text
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
the style of the text

details of the images

the medium used (video, interactive book, PowerPoint, booklet).
The sample template is available at http://education.qld.gov.au/asd-online-resourcekit/transition/docs/my-new-school-sample.doc. This story can be compiled by
parents, ECEC and/or Prep staff and may be a collaborative effort of the transition
team.
Sharing my new school story
The story should be used in combination with a range of other strategies to prepare
the child for the start of school, as documented within the child's individual transition
plan.
Ensuring the story is read with the child several times assists the child to become
familiar with the information presented in the story. Suggestions include:

incorporate reading or viewing My new school story into daily routines at home
and the ECEC setting

read or view My new school story before transition visits to the school

read, view or edit My new school story at school with Prep staff during transition
visits

read or view My new school story before and during the morning of the first day
of Prep.
Further information

Strategies to assist parents to prepare their child for transition
http://education.qld.gov.au/asd-online-resource-kit/families/preparing-child.html

Strategies to assist Prep teachers with the beginning of the Prep day
http://education.qld.gov.au/asd-online-resource-kit/schools/day-today_routines/index.html

Story-based interventions
http://education.qld.gov.au/asd-online-resourcekit/families/docs/preparingchild/story-based-intervention.doc
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Further learning and support
This section provides information on resources and organisations that can assist
families and schools further in supporting students with ASD.
The provision of ongoing support, information and resourcing for families and schools
supporting a student with ASD is beyond the scope and capabilities of this online
resource.
Consideration has however been given to providing links and contact details for
organisations and services which may be useful for families and/or educators when
searching for further information regarding learning, support and resources.
All organisations, service providers and resource providers have been listed
alphabetically and are not specifically endorsed by the department, AEIOU or Autism
Queensland.
Organisations and services have been grouped into six areas for ease of searching:

Queensland based ASD specific organisations and services
http://education.qld.gov.au/asd-online-resource-kit/support/qld-asd-specificorg.html

Services and resources (disability and ASD specific)
http://education.qld.gov.au/asd-online-resource-kit/support/asd-specificservices.html

Further learning and education
http://education.qld.gov.au/asd-online-resource-kit/support/further-learning.html

Allied health/therapy professional organisations
http://education.qld.gov.au/asd-online-resource-kit/support/allied-health.html

Links to other resource directories
http://education.qld.gov.au/asd-online-resource-kit/support/other-resource.html

Purchasing resources
http://education.qld.gov.au/asd-online-resource-kit/support/purchasingresources.html
To assist families and educators, a glossary has been developed defining terms used
within this ASD Online Transition Resource Package. This is available at
http://education.qld.gov.au/asd-online-resource-kit/support/glossary.html.