Trudy Bartlett | Secondary teacher (Marsden State High School) and Research Project Officer (Queensland University of Technology)
Marsden State High School

Trudy is a passionate Autistic advocate. She works part-time as a research project officer for QUT’s School of Early Childhood and Inclusive Education. In this role, Trudy is creating professional development resources for teachers to use Autism CRC’s inclusionED resources in practice. Alongside this, Trudy is a special education teacher and case manager for students with disabilities at the largest school in the southern hemisphere.

Appearances:

Day 1 @ 11:20

Diverse Education Needs & Inclusion Forum

In conjuction with Australian Special Education Principals' Association (ASEPA) and Australian Association of Special Education (AASE) and Autism CRC and Education Services Australia - this is a 2-hour breakout forum designed for classroom teachers, Heads of Inclusion, SENCo’s and Learning Support teachers looking for new ideas and inspiration to better assist and include students with diverse learning needs and behavioural challenges.

Presentations will include -

Transformative Leadership for Equity and Inclusion

Education systems around the world are developing policy frameworks to support greater equity for all within a context of global uncertainty and challenge, increasing school autonomy, accountability, and competition.
The UNESCO Education 2030 Framework for Action emphasises inclusion and equity as laying the foundations for quality education. It also stresses the need to address all forms of exclusion and marginalisation, disparities and inequalities in access, participation, and learning processes and outcomes.
While much progress has been made, schools in many countries continue to perpetuate inequality despite policy attempts to shift education towards inclusion.
This presentation will provide an overview of a transformative approach to leadership drawing on Carolyn Shield’s work (Transformative Leadership Theory).
We will report on the results of a six week professional learning program that involved school leaders, teachers and teacher aides who worked together in a short course to develop knowledge and skills to lead transformative school development for greater equity & inclusion.

Professor Suzanne Carrington, Research Professor, Centre for Inclusive Education QUT & School Years Director, Autism CRC & Tracey Taylor, Director of Education Policy, Independent Schools Australia

Applying NCCD within a Multi-Tiered System of Supports.

The NCCD collects data about school students with disability who are receiving adjustments across Australia in a consistent, reliable and systematic way. It enables schools, education authorities and governments to better understand the needs of students with disability and how they can be best supported at school. To support schools to implement the NCCD model, it is helpful to consider the associated activities and processes using a Multi-Tiered System of Supports. MTSS is a three-tiered framework for planning and organising a system-wide continuum of resources, structures and practices

Leanne Woodley, Senior Education Consultant, AISNSW

Empowering students with an intellectual disability in highschool

An overview of the program we offer to students with an intellectual disability in highschool
Skill development and experiences we provide to increase independence in the area of work readiness
How to support and guide students with an intellectual disability and their families through the transition from school to post school options

Bianca Jervis, Life Skills Coordinator, Danebank Anglican School for Girls

Baringa SPS inclusionED Community of Practice

Briefly introduce Baringa State Primary School (SPS) and the online inclusionED platform.
Describe how inclusionED has been incorporated in the whole-of-school approach to meet the Baringa SPS moral purpose that Each and every member of our school community, believes that each and every student can and will achieve.
Share the learnings from the Baringa SPS whole-of-school implementation of inclusionED.
Present a series of take home messages for schools engaged in building teachers’ capacity to develop their own inclusive practice.

Dr Keely Harper-Hill, Research Associate, Autism CRC, School of Early Childhood and Inclusive Education (SECIE), QUT

Kelly Gorham, Head of Inclusion, Baringa State Primary School

Supporting Autistic secondary students using inclusionED

What you need to know about Autism and learning
How an analogy about spoons can help us understand emotional regulation
Where to find teaching practices to create inclusive learning environments that support all students.

Trudy Barlett, Secondary teacher (Marsden State High School) and Research Project Officer (Queensland University of Technology)

About The Lab: a national network of locally run, not-for-profit technology clubs for autistic young people

The Lab is premised on connecting autistic young people with each other through mutual interests in technology. Because many autistic young people are profoundly socially isolated, the changes in their and their families' lives as a result of participation have often been dramatic
The Lab deploys a locally based and run model. It has now grown to 35 locations around Australia since 2011, as well as an online Lab
COVID-19 has been a strong and ongoing challenge, with Labs at local government venues introducing restrictions around vaccination levels, and other Labs halting activities. We're fortunate to have had the online Lab already in place and ready to respond, as well as a philanthropic grant to see us through.

Dr Stefan Schutt, Snr Lect. Learning Design/ICT/Digital Education and co-founder of The Lab (www.thelab.org.au), La Trobe, School of Education

Suzanne Carrington, Research Professor, Centre for Inclusive Education QUT & School Years Director, Autism CRC, QUT Kelvin Grove