Contents Autism Spectrum Disorder (ASD) Online Resource Transition Package 3 An introduction to ASD 4 Information for educators of students with ASD 5 Day-to-day routines 6 Curriculum access for students with ASD 8 The learning environment 10 Classroom Layout...... 10 Break areas...... 11 Supporting positive playground interactions...... 11 Developing supportive routines and schedules...... 11 Visual cueing systems...... 12 Developing work systems and stations...... 12 Managing groups...... 13 Assembly and movement around the school...... 13 Positive Behaviour Support (PBS)...... 14 Being safe...... 14 What is bullying?...... 15 Assistive technology...... 15 Continuing successfully after transition 17 Transition information for educators 18 Further learning and support 19 P a g e | 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=features-disability. 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 ASD Online Transition Resource 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 this 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.html 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 P a g e | 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 that they can provide the best educational outcomes. Further information Education Queensland (EQ) http://education.qld.gov.au/studentservices/learning/disability/generalinfo/asd/index.html AEIOU http://aeiou.org.au/ Autism Queensland (AQ) http://www.autismqld.com.au/ Positive Partnerships - Supporting school aged students on the autism spectrum http://www.autismtraining.com.au/public/index.cfm? action=showPublicContent&assetCategoryId=686 Raising Children Network http://raisingchildren.net.au/children_with_autism/children_with_autism_landing.html Further learning and support http://education.qld.gov.au/asd-online-resource-kit/support/index.html Early childhood support services for children with ASD http://education.qld.gov.au/asd-online-resource-kit/families/early-childhood-support.html P a g e | 5
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 all 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_Educational_ 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_Dimensions_of_t eaching_and_learning.pdf. The information provided in this section of the online resource transition package 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-to- day_routines/index.html Curriculum access for students with ASD http://education.qld.gov.au/asd-online-resource-kit/schools/curriculum_access/index.html The learning environment http://education.qld.gov.au/asd-online-resource-kit/schools/learning- environment/index.html Continuing successfully after transition http://education.qld.gov.au/asd-online-resource-kit/schools/continuing- successfully/index.html Further information regarding what ASD is can be found at http://education.qld.gov.au/asd- online-resource-kit/introduction.html. P a g e | 6
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, and difficulties 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-to-day_routines/before-bell.html 2. Starting the day http://education.qld.gov.au/asd-online-resource-kit/schools/day-to-day_routines/starting-day.html 3. Group and mat time http://education.qld.gov.au/asd-online-resource-kit/schools/day-to-day_routines/group-time.html 4. Packing up and finishing tasks http://education.qld.gov.au/asd-online-resource-kit/schools/day-to-day_routines/packing-up.html 5. Eating and getting ready to play http://education.qld.gov.au/asd-online-resource-kit/schools/day-to-day_routines/eating.html 6. Outside play time http://education.qld.gov.au/asd-online-resource-kit/schools/day-to-day_routines/play.html 7. Classroom activities http://education.qld.gov.au/asd-online-resource-kit/schools/day-to-day_routines/classroom- activities.html 8. Specialist lessons http://education.qld.gov.au/asd-online-resource-kit/schools/day-to- day_routines/specialist_lessons.html 9. Supply teachers http://education.qld.gov.au/asd-online-resource-kit/schools/day-to- day_routines/supply_teachers.html 10. Ending the day http://education.qld.gov.au//asd-online-resource-kit/schools/day-to-day_routines/ending_day.html P a g e | 7
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/learning- environment/index.html Schoolwide positive behaviour support http://behaviour.education.qld.gov.au/positive-behaviour/whole-school/Pages/why.aspx P a g e | 8
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_Educati on_2005_pdf.pdf. P a g e | 9
Further information Curriculum section http://education.qld.gov.au/asd-online-resource-kit/schools/curriculum_access/index.html Access to curriculum - strengths and barriers http://education.qld.gov.au/asd-online-resource- kit/schools/curriculum_access/strengths_barriers/index.html Tips to support curriculum access for students http://education.qld.gov.au/asd-online-resource-kit/schools/curriculum_access/tips- support-ca.html Planning and documentation http://education.qld.gov.au/asd-online-resource- kit/schools/curriculum_access/planning.html P a g e | 10
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 o 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-online-resource- kit/schools/learning-environment/docs/classroom_layout.doc. P a g e | 11
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 is available at: http://education.qld.gov.au/asd- online-resource-kit/schools/learning-environment/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-online- resource-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. Tips for supporting positive playground interactions is available at http://education.qld.gov.au/asd-online-resource-kit/schools/learning- environment/docs/playground.doc.
Developing supportive routines and schedules Most students with ASD find routines and schedules comforting and calming. Routines and schedules: P a g e | 12
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 is available at http://education.qld.gov.au/asd-online-resource-kit/schools/learning-environment/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) 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/learning- environment/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 P a g e | 13
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/learning- environment/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 cross-curricular 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 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/asd-online- 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 P a g e | 14
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/learning- environment/docs/assembly_movement.doc.
Positive Behaviour Support (PBS) Positive Behaviour Support (PBS) uses preventative, teaching and reinforcement-based 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 PBS program, as well as for individual students. Information about the Schoolwide PBS program can be found at http://behaviour.education.qld.gov.au/positive- behaviour/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. PBS for students with ASD: some points to consider is available at http://education.qld.gov.au/asd-online-resource-kit/schools/learning- environment/docs/positive_behaviour_support.doc. A template for developing a PBS plan is available at http://education.qld.gov.au/asd-online- 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: P a g e | 15
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 involve three categories of individuals: the bully, the target and the bystanders. Tips for being safe are available at http://education.qld.gov.au/asd-online-resource-kit/schools/learning- environment/docs/safety.doc Tips for understanding and addressing bullying at school: considerations for students with ASD are available at http://education.qld.gov.au/asd-online-resource- 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 P a g e | 16
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/learning- environment/considerations-at.html Augmentative and alternative communication http://education.qld.gov.au/asd-online-resource-kit/schools/learning- environment/augmentative.html Tablet application websites http://education.qld.gov.au/asd-online-resource-kit/schools/learning-environment/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/learning- environment/docs/visual-cueing-systems.doc P a g e | 17
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/continuing- successfully/relationships.html Peers http://education.qld.gov.au/asd-online-resource-kit/schools/continuing- successfully/peers.html Teaching classroom communication http://education.qld.gov.au/asd-online-resource-kit/schools/continuing- successfully/classroom-communication.html Managing stress and anxiety http://education.qld.gov.au/asd-online-resource-kit/schools/continuing- successfully/managing-stress.html Introducing change http://education.qld.gov.au/asd-online-resource-kit/schools/continuing- successfully/introducing-change.html Promoting success with new or unfamiliar staff http://education.qld.gov.au/asd-online-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/continuing- successfully/docs/continue-success.doc P a g e | 18
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 and the student's Transition timeline, available at http://education.qld.gov.au/asd-online-resource- kit/transition/docs/transition-booklet.doc. 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-with- parents.html P a g e | 19
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-specific-org.html Services and resources (disability and ASD specific) http://education.qld.gov.au/asd-online-resource-kit/support/asd-specific-services.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/purchasing-resources.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.