New projects commissioned

Autism CRC has commissioned several new projects since July 1 with our new Member and Affiliate network. Two of the projects seek to fill identified gaps in our understanding of user-defined needs in both education and for those with multiple and complex support and/or communication needs. Other projects will update and expand our range of evidence-based practice platforms and related capacity-building resources relating to assessment and diagnosis, early childhood supports, and inclusive education and employment. 

Quality of life and well-being of autistic individuals with complex support or communication needs

The perspectives of autistic individuals with complex support or communication needs are not always shared or heard, and there is relatively little known about their perceptions of life needs and outcomes. In response, the Australasian Autism Research Council (AARC) identified this as a research priority area. This project aims to take the first step toward addressing the priorities set by the AARC. The research team will seek to identify how quality of life and wellbeing are defined by and for autistic individuals with complex support and communication needs and what factors may enhance or reduce wellbeing.

This project is a foundational step that aims to inform future research in this area, including identifying those whose voices have not yet been heard and identifying methods used to hear such voices. This project ensures that future research into quality of life and wellbeing in autistic individuals expands the perspectives reported, thereby ensuring the findings benefit all. 

Project parties: Griffith University, Autism New Zealand

Online training and resource package utilising the IEST

This project aims to build capacity in employers to support evidence-based inclusive human resource and management practices. This will be achieved through the development and delivery of a co-produced online training and resource package utilising Autism CRC’s Integrated Employment Success Tool (IEST).

This project with also further add to the IEST contemporary views around flexible working practices emerging out the COVID-19 pandemic which were not included in the original resource. This will be critical in ensuring that the IEST is up-to-date and aligns with contemporary work practices. This project will also add further information with regards to considerations and strategies that can be implemented in the built environments of workplaces to enhance the inclusion of autistic workers.

Project parties: Curtin University, Autism New Zealand

Identifying autistic learners’ educational strengths, needs and challenges: Supporting engagement and removing barriers in Australian schools

To be genuinely inclusive, education systems and practices need to effectively support the strengths and meet the needs of diverse learners. Building on the success of Autism CRC’s school years program, including the foundational Australian Autism Educational Needs Analysis, this project will:

• further our understanding of current educational strengths and needs of all autistic learners, including those with high and complex needs or those who are multiply marginalised
• identify what is working and not working well in inclusive education practice for autistic learners. 

This project aims to address identified gaps in educational practice and provide policy, research and practice recommendations to progress our education system nationally by ensuring that appropriately tailored inclusive practices catering to autistic learners’ strengths and needs will be applied.

Project parties: Griffith University, Queensland University of Technology

Autism CRC National Guidelines: Update and capacity building

Autism CRC has supported the development of guidelines to provide guidance for practitioners, families, service providers and policy-makers around evidence-based practice and to ensure consistency in the clinical pathway from diagnosis to supports. The impact of the National Guideline for Assessment and Diagnosis of Autism in Australia and the imminent release of the National Guideline for supporting the learning, participation and wellbeing of autistic children and their families in Australia, provide a foundation for deep and enduring systems change across Australia. Similar guidance has been developed in New Zealand through New Zealand Autism Spectrum Disorder Guideline.

To ensure these Guidelines deliver on the impact they promise, they need to be kept up to date and be implemented in clinics, communities, and systems across both countries. This project will bring together experienced guideline developers from Australia and New Zealand to:

• revise the National Guideline for Assessment and Diagnosis of Autism in Australia
• implement the National Guideline for supporting the learning, participation and wellbeing of autistic children and their families in Australia
• develop a plan for implementation of the New Zealand Autism Spectrum Disorder Guideline.

Project parties: Griffith University, Telethon Kids Institute, Autism New Zealand, The University of Queensland, Victoria University Wellington