Within education research, a bias towards the production of knowledge for the good of knowledge itself creates challenges with mobilising education research into schools and classrooms.

The School Years Program of research was conducted by research teams in Australian universities and those in autism-specific organisations and generated a significant body of findings over eight years.

This research looked to understand how the allocation of School Years Program resources by Autism CRC impacts the teaching and learning experiences of autistic students, their teachers, and families and reports on the barriers and facilitators of teacher engagement with inclusionED.

Download final report

Download executive summary