Inclusion project empowers future teachers to support neurodivergent learners

This is the second stage of a $424,000 two-year nation-leading project, funded by the Government of South Australia’s Department for Education and Office for Autism as part of its commitment to advancing inclusion for autistic people and the autism community. The first stage focused on training in-service teachers.

The University of Adelaide and the South Australian Government have collaborated with the University of South Australia, Tabor College, and Flinders University on the project.

“This is the first time all four institutions have come together in collaboration, and each has also contributed a significant amount of in-kind support to bring this project to fruition,” said the University of Adelaide’s Dr Tom Porta from the School of Education.

“The project provides additional learning about neurodivergence and the inclusion of autistic students in mainstream education."

The latest stage of the program for pre-service teachers involves six bespoke modules developed by Autism CRC, with access to Autism CRC’s InclusionED online learning platform, which has an abundance of additional resources. In addition, participants can attend a two-day workshop facilitated by Positive Partnerships to supplement their university-based learning.

“Pre-service teachers have the opportunity to learn more about inclusive education and inclusive teaching for neurodivergent and autistic students, for free,” Dr Porta said.

“The aim of the project is to prepare teachers for classroom diversity, so they graduate with the confidence and skills to include neurodivergent learners in their classes, allowing them to thrive at school.”

Teaching for diversity in the classroom is already a component of every pre-service teacher’s initial teacher education program at the University of Adelaide; this project, however, focuses specifically on neurodivergence and autistic learners. All pre-service teachers at the University of Adelaide are being offered this additional learning opportunity until the end of Semester 2, 2025.

“It adds new dimensions with practical strategies for inclusive teaching,” Dr Porta said.

“Pre-service teachers who have already participated in the project have commented on how great it has been to improve their knowledge of neurodivergence and autism, and how the practical strategies provided will be really useful to take into the classroom.”

“The aim of the project is to prepare teachers for classroom diversity, so they graduate with the confidence and skills to include neurodivergent learners in their classes, allowing them to thrive at school.”Dr Tom Porta, School of Education, The University of Adelaide

The State Government’s Assistant Minister for Autism, the Hon. Emily Bourke MLC, confirmed that these learnings will benefit the classroom.

“This cohort of pre-service teachers will have the knowledge about autism and neurodivergence before they even enter the classroom, giving them an edge when they finish their degrees and start seeking employment,” she said.

“These learnings for pre-service teachers are building on our investments into in-service teachers with the introduction of Autism Inclusion Teachers in public primary schools.”

Feedback from four current pre-service teachers at the University of Adelaide who have undertaken the program include:

“Having the ability to get this education within my course has really helped out. It also showed some gaps in my knowledge, which I now know how to research.”

“This professional learning opportunity has definitely shored up my knowledge. I can now base my teaching on inclusive education for autism.”

“It’s really furthered my education. I have a much better understanding of how to be supportive in a practical way, even just simple things like routines and instructions – stuff that I probably would have never thought of but is so, so valuable.”

“What we’re studying is so important, and the effects of not including students with autism are so detrimental, not allowing them to thrive in a classroom. We’ve seen the impacts that it can have.”