A landmark initiative to boost inclusion for Autistic students will be launched at NSW Parliament House today, bringing together more than 130 educators, researchers and policymakers from across the state’s education sectors.
Hosted by Parliamentary Secretary for Education and Early Learning Greg Warren MP and addressed by Minister for Disability Inclusion Kate Washington MP, the event – Inclusion through Collaboration – marks the launch of Aspect’s first Community of Practice for inclusive education.
The new network, led by Autism Spectrum Australia (Aspect), aims to strengthen inclusive teaching and learning across public, Catholic, independent and university settings. It follows urgent calls from both the Disability Royal Commission and the National Autism Strategy to improve access, equity and outcomes for Autistic students through greater collaboration and shared expertise.
Below, The Educator speaks to Aspect’s National Director of Education, Maryanne Gosling, about how the Community of Practice will unite sectors, build teachers’ confidence, remove systemic barriers, and create classrooms where Autistic students can genuinely belong, learn and thrive through shared expertise and collaboration.
TE: This Community of Practice brings together voices from public, Catholic, independent and university sectors — something we don’t often see in education! Drawing from the work you've done at Aspect, what does genuine collaboration across these traditionally separate systems look like in practice, and how will it translate into better support for Autistic students in classrooms?
Genuine collaboration means moving beyond sector boundaries to share expertise, resources and lived experience. At Aspect, we’ve seen that when public, Catholic, independent and university partners work together, barriers to inclusion begin to diminish. Teachers gain access to diverse perspectives and evidence-based tools that can be adapted to any classroom. Collaboration in practice looks like joint professional learning, cross-school mentoring to discuss challenges, solutions and stories, and sharing data and strategies that genuinely improve outcomes. It ensures that every Autistic student benefits from collective knowledge, rather than isolated effort, creating classrooms where inclusion is embedded rather than added on.
TE: Many teachers want to be more inclusive but reports show they're often underprepared or under-resourced. How will the Community of Practice help schools build real-world capacity — through shared tools, professional learning or mentoring — rather than adding to their workload?
The Community of Practice is designed to support, not add to, the workload of educators. It will give schools access to practical tools, evidence-based frameworks and mentoring drawn from Aspect’s 60 years of experience. By connecting teachers with peers facing similar challenges, it supports problem-solving and shared reflection rather than more paperwork. The focus is on practical, teacher-led learning that can be applied straight back in the classroom. This collaborative model means teachers gain professional growth through shared experience and support. Importantly, it will help teachers feel equipped, connected and valued in their role.
TE: The Disability Royal Commission and National Autism Strategy both highlighted the need for systemic change in Australia’s schools. From your perspective as Aspect’s National Director of Education, what are the most urgent barriers schools still face when it comes to inclusion, and how does Aspect plan to help remove them?
The most urgent barriers remain teacher confidence, access to quality professional learning, and systems that still view inclusion as optional rather than essential. Many educators want to do the right thing but lack the time, training or resources. Aspect is addressing this through our Community of Practice, school partnerships, and research translation via the Aspect Research Centre for Autism Practice (ARCAP). We help schools apply evidence-based strategies, improve understanding of sensory and social needs, and co-design inclusive plans with families. Our goal is to remove silos and ensure that inclusion becomes a shared, sector-wide commitment embedded in daily school culture.
TE: Looking ahead, what would success look like for this initiative — not just in terms of collaboration at the policy level, but in the daily experiences of students, teachers and school leaders at school?
Success will mean that collaboration becomes second nature across school systems. At the classroom level, it’s seeing Autistic students feeling safe, valued and able to learn alongside their peers. Teachers will feel empowered with practical strategies, supported by networks they can draw on anytime. School leaders will see inclusion reflected in every decision, from curriculum to playground design. Long-term success will be measured by policy alignment but importantly, by the everyday experiences of belonging, understanding and achievement that define a truly inclusive school for every student and teacher involved.