Leadership Q&A: Supporting students in an autism-specific setting

We know from research that it’s important to create an inclusive culture in every school, and that students feel a sense of safety and belonging. What does this look like in autism-specific settings? 

Aspect runs autism-specific education programs in New South Wales and South Australia. In this Leadership Q&A, we speak to Joanne Tisdell – Principal of Aspect South East Sydney School – about supporting students on the autism spectrum, including curriculum content, collaborative partnerships and the design of teaching and learning spaces.

Can you tell Teacher readers a bit about Aspect South East Sydney School?

Aspect South East Sydney School provides a supportive environment for over 200 students on the autism spectrum in K-12 across 12 sites. Approximately 70 of these students are enrolled in K-6 classes at our main campuses in Peakhurst, Loftus and Marrickville, with the remaining students enrolled in our satellite program, which places autism-specific classes within mainstream schools. These classes are located in Kareela, Menai, Caringbah, Maroubra, Leichhardt, Hurstville, Belfield, Regents Park, Auburn and Croydon. 

There are 3 satellite high school programs which are located in Menai, Regents Park and Auburn, providing education for students in years 7-12. These classes offer a life skills curriculum aimed at equipping students for a successful transition to adulthood. 

We employ 62 highly trained teachers and 56 teacher aides/support staff. Included in the Aspect South East Sydney School team is a Learning Support Team with allied health professionals and 4 very efficient clerical officers and secretaries.

We are also about to undertake a building project to expand our Loftus campus which will accommodate up to 24 students in years 11 and 12, creating a senior college. 

It’s an Aspect School, what does this mean?

Aspect provides one of the largest autism-specific education programs globally, designed exclusively to support students on the autism spectrum. 

Aspect follows the NSW Education Standards Authority (NESA) curriculum and currently operates 10 schools across NSW and South Australia with 113 satellite classes, providing education to over 1,200 students. Many students have co-occurring conditions including ADHD. Approximately half of Aspect students attend a main school campus with the other half attending a satellite program located in a mainstream school. 

We educate a high representation of First Nations students (6.2% of all enrolments; 24% in Port Macquarie; 12% in Hunter; 11% Central Coast School) and our students come from households speaking over 30 community languages. 

Across all Aspect schools and satellite classes we employ over 860 full-time and casual teaching staff. All staff undertake specialist training and ongoing personal development. Our educators also work alongside allied health professionals to collaboratively design and deliver a range of therapy supports and specific strategies matched to individual student needs.

Aspect schools have a transition approach to learning and are dedicated to helping students build the skills needed for greater independence and success in the wider community. We do this through individualised learning, working in partnership with parents and carers to develop personalised learning plans that focuses on a student’s skills and interests. 

This approach enables us to help students develop greater independence and achieve personal goals, preparing them to transition to more inclusive settings. 

How long have you been principal of the school, and have you always worked in autism-specific settings?

In 2004 I commenced at Aspect Western Sydney School as a classroom teacher. Prior to this I had been a primary school teacher. I joined the Aspect team to be better equipped to meet the needs of students on the autism spectrum. I was only ever joining for a short time as my initial teaching passion was Kindergarten. I didn’t quite make it back to mainstream as there was so much to learn and such important work to do. I taught a range of classes at Aspect K-12 and added a few more years of teaching when I transferred to Aspect South East Sydney School. 

I became a School Coordinator, Head of School Operations and was appointed School Principal in 2017. Principalship challenges me every day in different ways. I love the work of Aspect, and I have always loved education, therefore it’s the perfect place for me! 

I have been fortunate enough to have many mentors and coaching in my career to date and whilst I have never quite strategically planned for the next step, I have maintained a consistent drive for student growth and equality in education. I enjoy growing learners, and this now applies to students and all staff alike. 

Prior to COVID-19 I was delivering tutorials to Master of Education students at Sydney University. This provided a platform for engaging with passionate educators about inclusive studies. Sharing expertise and evidence-informed practices to the education sector enhanced my own pedagogical skills and continues to be a strong interest area that I hope to one day return to. 

You’ve mentioned you have the campuses and also satellite classes – what are the differences in how they operate?

Our satellite classes are an extension of Aspect South East Sydney, operating autism-specific classrooms within host schools. These classes, located in various primary and secondary school settings across NSW, are part of our approach to support gradual integration for students who are ready for a more inclusive environment. Our satellite classes are staffed by Aspect-trained educators who provide specialised support and a curriculum tailored to the needs of students on the autism spectrum.

Satellite classes play a key role in our transition-focused approach, helping students build the skills they need for greater independence while still benefiting from the resources and environment of an autism-specific classroom. Students in these classes are supported according to their skill development and needs, with a flexible placement system that aligns with each student’s progress and readiness for integration.

Operating a large, multi-campus school ensures we are able to meet the needs of many students who have varying abilities as well as geographically across the south-east region.

Your approach to teaching and learning is very much focused on meeting individual student needs. Can you explain more about that?

At Aspect South East Sydney, our commitment to individualised learning lies at the heart of our educational philosophy. Each student has an Individual Plan (IP) that is created in collaboration with students where possible, families and specialists. We are person-centred in all that we do. 

We focus on each student’s strengths and adapt our teaching strategies to align with their interests and capabilities, often through a structured teaching approach. We place strong emphasis on individual progress and celebrate each milestone in our students’ learning journeys.

All Aspect Schools over the past few years have been working directly with Dr Lyn Sharratt to review school improvement and focus on quality teaching and learning practices. Increased data collection – and specifically our school communication and reading data walls – have highlighted with the right supports and the right time students can show incredible growth. Practices such as case management meetings, collaborative inquiry and triangulating data provides a holistic overview of students and supports individual student and whole-school short-term and more strategic planning. 

The commitment to professional learning and thirst for best practice interventions that we create for our staff reinforces the ongoing commitment to providing the best opportunities for Autistic people.

We know from research that it’s important to create an inclusive culture in every school, and that students feel a sense of safety and belonging. How do you do this at Aspect South East Sydney?

A sense of safety, belonging, and community is fundamental to our approach. We employ the Positive Behaviour Support (PBS) model, which is a proactive and tiered framework designed to help students manage and regulate or co-regulate behaviour. Recognising that behaviour is a form of communication, our staff work with students to identify triggers and develop strategies that enable them to cope in a variety of situations.

Our educators also prioritise creating inclusive classroom environments that support our students' unique learning styles. We utilise strategies such as leveraging students’ strengths and interests, integrating social and communication skill development, and addressing sensory needs through sensory-friendly spaces and resources. 

Collaboration with families is essential in our model, as we believe in aligning our strategies with the home environment to ensure continuity and support across all aspects of our students’ lives.

In addition, Aspect as an organisation developed an Inclusion Statement to reinforce the value of a culture of inclusion and to clearly communicate this commitment – and we proudly display this statement in our school. 

Co-developed with Autistic staff, the statement promotes a welcoming environment where people are encouraged to be their authentic selves. It acknowledges that people may have different needs to feel comfortable and fully participate.

The poster reads: ‘Aspect wants you to know that you are welcome to be your authentic self here without judgement. Please let us know if there is anything we can do that would make you feel more comfortable – for instance show you to a quiet area or provide an interpreter service. You are also welcome to use your own strategies to help you feel engaged and relaxed.’

All Aspect education staff are trained in Berry Street Trauma-Informed Practices, which are carefully implemented across our school through morning meetings, brain breaks, Ready to Learn plans, and principles such as unconditional positive regard – each reinforcing a strong sense of belonging and wellbeing for our students.

What role does the design of teaching and learning spaces, and the general school environment, play in that?

The design of our learning spaces is crucial in creating an autism-friendly environment. Our classrooms are purpose-built with specific features tailored to support students on the autism spectrum, such as acoustic panelling to minimise noise, natural lighting to create a calm atmosphere and structured workstations, with quiet spaces. Classrooms are carefully designed for students, typically with about 6 students, to ensure intensive, individualised support.

Our learning spaces also include dedicated calming areas and visual supports that help students navigate their daily routines, along with resources to support emotional regulation. These design elements are not only functional but also reflect our commitment to creating an environment where each student feels comfortable and supported. 

The Autistic community is involved in our design process, through consultations, to ensure that our spaces reflect the needs and preferences of our students.

Fostering strong partnerships with parents and the wider community is also a priority for you and your staff. Can you tell us a bit more about some of these relationships and how they’re supporting student achievement and wellbeing?

We view families as essential partners in each student's learning journey. Our person-centred approach guides us to be inclusive of building strong, supportive relationships with families and the broader community. This partnership approach ensures that parents and caregivers are actively involved in their child’s education and are regularly updated on their progress.

Our commitment to open communication allows us to work closely with families to address any challenges that may arise and to celebrate each student’s achievements. Community partnerships also enhance our students' learning experiences by providing additional opportunities for social interaction, work experience and skill-building. We collaborate with local organisations and businesses to support students' transition into the community, preparing them for life beyond school and fostering a sense of belonging that extends beyond our school walls.