What we do
We are a P-6 school for students with Autism Spectrum Disorder. We provide a safe and inclusive educational environment with educational programs supported by allied health, aimed at achieving student academic, social, emotional and behavioural goals.
Using a strengths-based approach, new and innovative ways of teaching alongside evidence based strategies and the national curriculum, we provide a positive learning environment with the instruction of quality teaching, community engagement and support programs providing pathways to assist students on their educational journey.
Our approach is simple; the child is centre. Programming is focused on everything about your child and what makes them unique as we believe that this will allow for learning opportunities to be recognised and implemented to their fullest extent. We believe in the promise and potential of each child and this is our motivation.
We base our content around the National Curriculum, keeping learning relevant, and in line with typically developing peers in Australian schools.
The support network
The support network for each child is consulted at every stage of programme establishment, writing and revision. A child’s support network may include, but is not limited to, the Principal, teachers, therapists and parents/carers, and research is used as a framework to assist this network to make the most appropriate decisions.
To learn, all aspects of the physical and mental environments for each child need to be at equilibrium. We cannot expect outcomes to be reached unless the child is in a state where they are at their best capacity. This is where learning occurs. Sensory needs will be regulated, though there may be times where we are working to extend boundaries. Emotional and social support will be in place to allow each student to do their best. Ultimately, we work to provide the students with opportunities to reach their potential.
Learning Vehicles are the tools used to achieve learning. Some of these are tangible such as learning plans and curriculum adjustments. Some tools are intangible - inclusion opportunities provide ways in which students with autism can interact with typically developing peers and develop social skills, community engagement programs provide learning experiences centred on independence and community contribution. Whilst all of these learning vehicles are important, respect and acceptance for the individuality and strengths of the children is also recognised.