ASD Online transition to school booklet
Contents
Autism Spectrum Disorder (ASD) Online Resource Transition Package 3
An introduction to ASD 4
Information for families of children with ASD 5
Resources have been grouped under four main headings: 5
Early childhood support services for children with ASD 6
Department of Education, Training and Employment 6
Inclusion and Professional Support Program 6
Department of Communities, Child Safety and Disability Services 6
AEIOU Foundation 6
Autism Queensland (AQ) 7
School options for your child with ASD 8
State school sector 8
Non-state school sector 10
Independent Schools Queensland information for parents 10
Queensland Catholic Education Commission information for parents 10
Choosing a school 11
Managing the paper trail 12
Preparing your child 13
School holidays 15
Advocacy and support 16
What is advocacy? 16
How can advocacy groups and agencies assist me and my child? 16
Who provides advocacy and support services? 16
How can support groups and agencies assist me and my child? 17
Information for educators of students with ASD 19
Curriculum access for students with ASD 22
The learning environment 24
Classroom layout 24
Supporting positive playground interactions 25
Tips for supporting positive playground interactions are available at . 26
Developing supportive routines and schedules 26
Visual cueing systems 26
Developing work systems and stations 27
Managing groups 27
Assembly and movement around the school 28
Positive Behaviour Support (PBS) 28
Being safe 29
What is bullying? 29
Assistive technology 30
Continuing successfully after transition 31
Transition 33
Journey to Prep 34
Transition planning 36
Transition timeline 36
The transition team 37
Developing transition goals 39
Transition activities 39
Reviewing the transition journey 41
Transition information for educators 42
Getting to know the individual 42
Developing an individual profile 43
Example of an individual profile 44
Information gathering tools 44
Developing effective partnerships with parents 44
My new school 46
Rationale 46
Using the child's preferred learning style 46
Tips for developing a new school story 46
The sample template 46
Sharing my new school story 47
Further information 47
Further learning and support 48
Autism Spectrum Disorder (ASD) Online Resource Transition Package
The Autism Spectrum Disorder (ASD) Online Resource Transition Package is a joint project between the:
• Department of Education, (DoE)
• AEIOU Foundation
• Autism Queensland (AQ)
The online resource package has been developed to assist early intervention service providers (e.g. AQ and AEIOU) and parents and teachers (Kindergarten and Prep) by providing information and resources to support children with ASD transition into Queensland schools.
The resource aims to provide a broad understanding of the support available for children and young people with ASD. The information is divided into sections relevant to families and educators, as well as information regarding further learning and support.
The package is available at
If you require specific information regarding your individual circumstances, the following contacts/information may be a good starting point:
• Education for children with a disability - a guide for parents
• Department of Education Regional Office for any questions regarding state schools
• Autism Advisors for information regarding support and services for families and carers
• Autism Queensland Information and Helpline
An introduction to ASD
ASD is a lifelong developmental disability. People with ASD have:
• difficulties with reciprocal social interactions (they may have difficulties interacting with other people following the usual social customs)
• difficulties developing communication skills
• stereotyped and repetitive behaviour or interests (an intense interest in limited topics or patterns of behaviour such as lining up objects).
Many people with ASD have different sensory processing patterns (such as finding some noises painful) and this can affect how they access and participate in school and the community.
Each person with ASD is a unique individual with their own interests, strengths and personality even though they share the characteristics listed above. Educators need to be aware of the strengths and barriers for each student with ASD, as they need to with all students, so they can provide the best educational outcomes.
More information regarding the characteristics of ASD, diagnosis, prevalence and support may be found at:
• Autism Hub and Reading Centre
• Autism Queensland
• Positive Partnerships - Supporting school aged students on the Autism Spectrum
• Raising Children Network
Information for families of children with ASD
The resources in this section have been designed specifically for parents of young children with ASD as their child commences the transition to Prep in Queensland.
Resources have been grouped under four main headings:
• School options for your child
• Preparing your child
• School holidays
• Advocacy and support
Each section contains tip sheets and templates for you to use during the transition journey and links to other relevant areas of the website.
While these resources have been designed specifically to support the transition of children with ASD into Prep, they represent best practice in transition. Some resources and links may therefore be useful for all students and during other transition periods (e.g. transition from year to year or from primary to secondary schooling).
Early childhood support services for children with ASD
Prior to your child commencing Prep, a range of early childhood therapy, intervention, and support services are available within Queensland. The following information regarding early intervention services has been provided for your information, however they may have specific eligibility criteria or may not suit your family or child's individual needs.
Department of Education
The department provides early childhood development programs and services for young children with disability or suspected disability, including ASD, from birth to five years. The programs and services may differ across regions and include playgroup, centre-based and outreach services to your home and other educational settings. Further information is available at
Early Childhood Education and Care (CEC) supports kindergarten services to provide inclusive programs, including children with ASD. Kindergarten services can apply for supplementary funding under the Disability Support Funding Program to support children with disability to participate in their approved kindergarten programs. Further information is available at
Inclusion and Professional Support Program
The Australian Government funds the Inclusion and Professional Support Program (IPSP) which supports eligible child care services (including those delivering a Queensland Government approved kindergarten program) to provide inclusive program for all children, including children with a disability. Eligible child care services may have access to professional development and workforce development, funding to access to additional educators or carers when required, advice to develop flexible programs and strategies for services to become more inclusive. Further information is available at
Department of Communities, Child Safety and Disability Services
The Department of Communities, Child Safety and Disability Services provides funding for the Autism Early Intervention Initiative for children with autism up to six years of age. The initiative aims to maximise the development of children with ASD through the provision of multidisciplinary therapy support and support families to develop strategies necessary to overcome the long-term challenges of caring for a child with autism. These early intervention services are provided by the AEIOU Foundation and Autism Queensland. Further information is available at
Early intervention services are also available through the Family and Early Childhood Services (FECS), for families of children aged up to six years who have or are at risk of having a significant developmental delay.
AEIOU Foundation
The AEIOU Foundation is a not-for-profit organisation which provides a full-time intervention program for children aged two and a half to six years who have been diagnosed with ASD. Further information is available on the AEIOU website at .
Autism Queensland (AQ)
AQ is a not-for-profit organisation which provides services to children with ASD and their families. There are specific early intervention programs and services for children aged birth to six years. Further information is available on the AQ website at
AQ is also responsible for delivering the Autism Advisor Program. The role of the Autism Advisor is to provide a link between the clinical diagnosis and access to early intervention programs and support services. They also assist eligible families to access the Australian Government funding for early intervention services and grants to support families from rural and remote areas.
Further information about the Autism Advisor Program can be found at
School options for your child with ASD
Starting school is an important time for children and families. The transition to school may present challenges for your child, as well as for the rest of your family, and so good planning for the transition is critical.
As a parent, you play a vital role in your child‘s education. By getting involved in the school, you can help your child make a smooth and happy start to their education. Parents should consider all available school options for their child with ASD.
The education system in Queensland has three main sectors:
• State School Sector
• Independent Schools Queensland
• Queensland Catholic Education Commission
All families are able to and encouraged to enrol at their local school. You will need to complete enrolment forms and may be asked to have an interview with a staff member.
The School Transport Assistance Scheme has been created to assist students in travelling to and from school. Students with disability attending state and non-state schools may be eligible to receive transport assistance to and from school. Information is available at
Both the state sector and some independent schools provide distance education options. Further information about distance education opportunities within the state sector is available on the Distance Education website at
Another option parents may consider is home education (child must be of compulsory school age). Information is available at
State school sector
State education is provided by Education Queensland (EQ), as a publicly funded service available to all children in Queensland. Further information is available at
EQ is proud to be the main provider of school education to Queensland with 70 percent of all Queensland school students attending state schools. Queensland state education operates as a partnership between schools and their communities. All state schools are co-educational. Within EQ there are seven regions that supervise and manage clusters of schools. Refer to the EQ maps for further information at
Inclusive education reflects the values, ethos and culture of a public education system committed to excellence by enhancing educational opportunities for all students, including students with autism spectrum disorder (ASD). To this end, schools create environments where all:
• students feel a strong sense of belonging
• students learn to interact respectfully with others
• students learn to understand and appreciate diversity
• parents and carers in the community can take an active role in the life of the school.
Further information about Inclusive education is available at
Prep
Prep is recognised as the first year of schooling in Queensland and is offered in all state schools as a full-time, five day per week program. With the introduction of the new Australian Curriculum in 2012, full-time attendance in Prep gives students important foundational learning that they will need for successful learning in Year 1.
Special schools do not provide a Prep program for Prep-eligible aged students who enrol for early entry but rather a highly individualised program tailored to the individual needs. (To access special school, the student must be diagnosed with a disability or have a suspected disability which must include intellectual impairment.) Information about special schools can be found at
To be eligible for Prep, your child must turn five by June 30 in the year they commence Prep. Most children commence Prep in the year they become eligible, however should parents be concerned their child is not ready to start school at this time, they can commence Prep a year later when they are of compulsory school age (six years and six months). They should discuss their concerns with the principal of the school in which they plan to enrol their child.
Parents of compulsory school age children have a legal obligation to ensure that their children are enrolled in school and attend for every day of the educational program in which they are enrolled. Enrolment in, and full-time attendance at Prep, fulfils this obligation.
Further information is available on the department's website at
Support options
EQ provides a variety of supports and services to all students, including those with ASD so they can access support to maximise their learning outcomes. All students are supported through an education system that values, celebrates and responds positively to diversity among its students, families, staff and community members.
Regions and schools provide a continuum of support for students with ASD through allocated resources and specialist support personnel. This may include guidance officers, behaviour support staff, advisory visiting teachers (with disability specific skills and expertise), special provisions for assessment, assistive technology, alternate format materials, speech-language therapy services, learning support, occupational therapy and physiotherapy services.
The Education Adjustment Program (EAP) is part of the array of programs and services that are provided by the department to support students with ASD with significant education support needs. Information about EAP is available at
The principal is responsible for ensuring all students are provided with the appropriate educational adjustments to enable them to access the curriculum. Collaboration with parents/carers is an important part of the process of identifying and responding to the individual needs of students.
Further information is available at:
• Enrolling your child
• Education for children with a disability: a guide for parents - state education
• Learning and disability support
Non-state school sector
Non-state schools provide a range of support options for students with ASD. There are two main types of non-state schools:
• independent schools
• Catholic schools.
For specific information regarding the support options available within the non-state sector, please contact the individual non-state school directly, Independent Schools Queensland or Queensland Catholic Education Commission.
Independent Schools Queensland information for parents
An independent school is a non-government school that is governed, managed and accountable at the level of the individual school. Today, most independent schools employ specially trained teachers to assist students with special learning needs. Schools offer programs not only to students with disability, but to 'gifted and talented' students as well by way of 'extension and enrichment learning programs'.
For further information about specific support options for your child, it is recommended you contact the independent school directly or visit the Independent Schools Queensland website at
Queensland Catholic Education Commission information for parents
Queensland Catholic Education Commission (QCEC) is a peak strategic body with state-wide responsibilities in respect to Catholic schools in Queensland administered by five diocesan schooling authorities (Brisbane, Cairns, Rockhampton, Toowoomba and Townsville) and 18 religious institutes.
The QCEC website can help you locate your nearest Catholic school, provide links to the school website and other related information. Further information can be found at .
Choosing a school
When choosing a school, the department's parent and carer website at may be useful as it has information on:
finding a school which includes an online directory listing all state and non-state schools in Queensland and provides links to school websites
• life at school at school
• parent resources at
The Queensland state schools app is available at This app can help you locate your nearest school, give you directions, link to the school website URL and other related information.
Specific information regarding programs and services in EQ for students with disability is available on the department's website at
• Tips for visiting schools
Managing the paper trail
When beginning to choose a school, you may find that very quickly you end up with lots of information about and from different schools, and information that you would like to share about your child. It may be useful to start a 'transition folder' where you can keep all of the important information in one central spot. A large A4 folder with tab dividers is probably the best option.
Relevant documents/templates such as those listed above, and your child's transition booklet available at can all be contained in this folder alongside individual school contact details and documents including the school annual report, school prospectus and school enrolment form.
It is recommended to include several certified copies of the following documents in this folder ready for the enrolment process. That way the original is stored safely and you have extra copies handy in case you need them.
• birth certificate
• vaccination records
• letter of diagnosis
• current Family Court orders.
Preparing your child
Getting ready for school is a long term process. There are a range of strategies and activities that you can put in place with your child to support the successful transition to school.
As you read through the strategies and activities, consider which ones you can put in place at home to support your child. You may also design a range of other strategies and activities with your child's transition team (see the transition planning section at for more information) which can be documented in your child's transition plan in the transition booklet at
Please note, the strategies and activities outlined in this section are general recommendations and may not be suitable for all children and families. Talk with your child's early childhood setting, proposed school or therapist about which strategies might work best in the home setting. A transition team, incorporating the key people involved with your child, is recommended to ensure that the strategies and activities chosen are implemented across all environments.
Strategies and activities may also be adjusted to suit your child's individual needs, strengths and special interests, for example, you might incorporate your child's favourite cartoon character into a story based intervention or use their favourite colour for the backing of a schedule.
The following tip sheets and templates can help you in the process of preparing your child for school:
• Tips for creating a calendar countdown
• My calendar countdown to Prep (template)
• Tips for developing routines and daily schedules at home
• Tips for developing work systems at home
• Tips for developing 'Now and Then' cards
• Tips for introducing vertical schedules
• Tips for supporting communication at home
• Tips for preventing and responding to challenging behaviour
• An introduction to sensory processing for parents
• Tips for developing self-care skills
• Tips for generalising skills
• Tips for school uniforms
• Tips for travelling to and from school
• Tips for outside school hours care
• Tips for talking to other parents and children about ASD
• Tips for story-based interventions
Further information
• Transition section: transition timeline for parents and educators planning transition activities
• Educators section: day-to-day routines - for educators working to establish clear routines for children
School holidays
The information contained in this section has been developed for parents of children who have transitioned to school and are approaching their first school holiday period (i.e. end of Term 1), however the information is applicable for any holiday period.
School holidays can be a big change in routine that need consideration and planning. School holidays are usually an opportunity for children and families to relax and have a break.
However, for the child with ASD who may thrive on the routine and structure of the school day, holidays may be stressful and challenging. For example, removing the predictability of the school routine could result in increased anxiety and challenging behaviours. Challenging behaviour can occur when children are not sure what to do with their time or when they do not know what is expected of them.
Of course, not every child with ASD will find the school holidays stressful. Time away from the demands of the classroom can be a positive experience for some children and the return to school after a period of 'down time' at home can be the greatest challenge. It is important that children are prepared for the move back to school as this usually provides some amount of stress to most children.
Parents may worry that they are required to plan fun-filled and entertainment packed events every day of the holidays. School holidays do not need to be filled with activities at every hour of the day or require parents to spend large amounts of money or resources. There are a range of strategies that you can put in place and resources you can access to assist in ensuring school holidays are relaxing and enjoyable for all.
Most important is the need to consider, plan and prepare for activities, outings or routines that suit your child, your family and the time and resources you have available. Some time also needs to be set aside to prepare for the new school term or year so that the family is prepared, equipment and uniforms are organised and when possible, routines have been practised.
The following tip sheets and templates can help you to plan the school holiday period and the return to school:
• Tips for school holiday activities
• Tips for vacation care programs
• Tips for accessing respite care
• Tips for planning for the holiday period
My School Holiday Planner (template)
• Tips for getting ready to start the new school term
Advocacy and support
It is recognised that transitioning your child to school can be a time of increased stress and anxiety for a family of a child with ASD. The Department of Education, Training and Employment is committed to the successful transition to schooling for all children, including children with ASD.
During the course of the transition period, or your child's school years, you may have cause to make a complaint about an issue or concern you have with their education.
The department is committed to ensuring that all complaints are dealt with in a fair and equitable manner. There are processes and support networks in place to enable you and your child to work through any issues or concerns you may have. Further information is available at
If you have concerns or queries regarding any aspect of school life, it is recommended you first discuss your concerns with the school.
If you feel you may need support regarding advocating for your child, you may wish to access advocacy or support services to assist you in communicating effectively with school staff. Disability organisations and community support services can assist through providing formal support structures for both you and your family.
What is advocacy?
The former Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) provides the following definition of advocacy:
'In broad terms, advocacy for people with disability can be defined as speaking, acting or writing with minimal conflict of interest on behalf of the interests of a person or group, in order to promote, protect and defend the welfare of and justice for either the person or group by:
• being on their side and no-one else's
• being primarily concerned with their fundamental needs
• remaining loyal and accountable to them in a way which is empathic and vigorous.'
How can advocacy groups and agencies assist me and my child?
Advocacy groups within the community aim to support individuals in having their voice heard, and ensuring basic needs are met. If you are experiencing difficulty communicating with your child's school, enlisting the help of an advocacy group can assist you to establish a functional communication pathway. A range of advocacy options are available within the community including learning how to self advocate, individual, group, and systematic advocacy.
Who provides advocacy and support services?
Advocacy and support services exist within the community to provide families, parents, carers and siblings with resources to support them in their role. Within Queensland a range of agencies exist to provide supports to families of children with a disability. Contact with these groups can be face to face, phone contact, accessing online resources, or via virtual networks (i.e. email, Skype).
Most agencies providing support to individuals with ASD, also provide advocacy and support to families on an informal basis such as attending meetings with you are providing guidance beforehand.
Family members and friends can also take on a support or advocacy role.
Non-government organisations that might be helpful to you are listed as links on the Department of Communities, Child Safety and Disability Services website at
How can support groups and agencies assist me and my child?
Support agencies aim to assist families in their role as carer of their child with a disability. Formal support networks can enhance support you may currently receive from family, friends, neighbours, and other parents. Many agencies offer this service at little, to no cost. Learning more about the types of support options that are available to you can help you to select a support agency that will meet the needs of you and your family.
Support can also be provided to your family through respite services. Tips on accessing respite services can be found in the school holidays section of the website at
The following tip sheets answer the what, why, and who of family advocacy and support and can help you to locate services in your local area:
• Tips for Advocacy and the Disability Standards for Education 2005
• Tips for playing an active role in the school community
• Tips for parent and carer support groups
• Tips for sibling support groups
Further information
• Further learning and support
• Supporting parents to access further support
Information for educators of students with ASD
The Melbourne Declaration on Educational Goals for Young Australians has a goal that Australian schooling promotes equity and excellence. This means that all Australian governments and school sectors must provide all students with access to high-quality schooling that is free from discrimination. Further information is available at All Queensland schools, state and non-state, are required to identify barriers to student learning and make reasonable adjustments to minimise their effect on student learning and achievement.
With effective teaching, practice and useful feedback, every student, including students with ASD, can develop further knowledge and skills and the understanding to apply these purposefully to challenging tasks. Inclusive education reflects the values, ethos and culture of a public education system committed to excellence by enhancing educational opportunities for all students. Further information about inclusive education can be found at
School leaders greatly influence improved student outcomes by creating a school environment in which teachers are guided and supported to be effective teachers who systematically plan, use evidence to inform their practice and employ a range of teaching strategies and methods to improve student learning outcomes”. Further information can be found at
The information provided in this section of the online resource transition package is intended to assist school staff to support the successful transition of children with ASD in to school and achieve high quality educational outcomes. Information and strategies have been grouped into four sections to help you navigate the process of supporting the transition of students with ASD:
• Day-to-day routines
• Curriculum access for students with ASD
• The learning environment
• Continuing successfully after transition
Day-to-day routines
Throughout the day, Prep students are engaged in a variety of learning in a diverse array of activities, routines and environment as they participate in the Prep curriculum. Moving through these activities and routines smoothly each day is a challenge for many students, but more so for those students with ASD who may experience the following:
• anxiety relating to being unable to accurately predict transitions, changes and outcomes
• extreme confusion due to difficulties comprehending what they are actually meant to do within specific activities or routines
• communication break downs arising from auditory processing difficulties and flexible thinking challenges
• sensory sensations which may interfere with learning
• difficulty processing and responding appropriately to the social demands of group learning.
Establishing day-to-day routines and recognising and addressing some of the challenges students with ASD may face during their day will go a long way towards reducing or preventing challenging behaviours such as physical outbursts, tantrums, crying, withdrawal and other stress and anxiety related behaviours.
Possible issues students with ASD may experience, some possible reasons why particular behaviours may occur and some suggested strategies are outlined in the following routines:
1. Before the bell
2. Starting the day
3. Group and mat time
4. Packing up and finishing tasks
5. Eating and getting ready to play
6. Outside play time
7. Classroom activities
8. Specialist lessons
9. Supply teachers
10. Ending the day
Further information
• Families section: preparing your child (for parents preparing young children to transition into Prep)
• Learning environment section (for educators in managing and manipulating the learning environment)
• Schoolwide positive behaviour support
Curriculum access for students with ASD
Curriculum is dynamic and encompasses:
• the learning environment
• resources
• teaching approaches and strategies
• assessment programs and methods
• the values and ethos of the school
• the relationships and behaviours among students and teachers.
These are all interconnected and provide the experiences that contribute to student learning.
A curriculum that maximises the learning of all students is one that recognises and celebrates diversity and engages all students in intellectually challenging learning experiences. It provides students with clear guidance on what they are learning and how they will be assessed.
The Australian Curriculum has been developed based on the assumption that each student is capable of learning and their needs are important. Schools should construct learning programs to meet the learning needs of their students, including students with ASD, based on the Australian Curriculum. It is important to note that the Australian Curriculum is presented as a continuum that makes clear what is to be taught across school year levels for all students, including students with ASD. Information about the Australian Curriculum can be found at .
The Australian Curriculum enables teachers to plan rigorous, relevant and engaging learning and assessment experiences for students with disability, including students with ASD.
The Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (the Standards) require education providers, including both state and non-state schools, to make reasonable adjustments to assist students, including students with ASD, to participate in learning and to demonstrate their knowledge and understanding. The DDA is available at
The Disability Standards for Education 2005 is available at
Further information
The following information has been developed to assist educators in providing high quality education opportunities for students with ASD:
• Curriculum section
• Access to curriculum - strengths and barriers
• Tips to support curriculum access for students
• Planning and documentation
The learning environment
When teaching students with ASD it is important to understand the impact of the student's learning environment on their engagement and behaviour. Managing and manipulating the learning environment supports students with ASD to attend, access and engage with the curriculum and their peers, develop independence and cope with change. The learning environment includes the physical environment, the sensory environment and the social environment.
The considerations, suggestions and tips in the following sections have been provided to assist in structuring a positive learning environment for students with ASD. It is important when selecting strategies that the individual characteristics of the student with ASD are considered as not all strategies will be relevant for all students. The Prep learning environment includes the following considerations:
• classroom layout
• seating
• break areas
• supporting positive playground interactions
• developing supportive routines and schedules
• visual cueing systems
• developing work systems and work stations
• managing groups
• assembly and movement around the school
• Positive Behaviour Support
• being safe
• use of assistive technology.
Classroom layout
The organisation of the physical space in the Prep classroom influences all students in the following ways:
• provides visual clarity (easy to see what is required) thus increasing independence
• allows for smooth transitions by providing clear space and traffic routes
• maximises support by allowing for efficient access by support staff
• organises the sensory environment so as to modulate sensory input
• clarifies where the student needs to sit, what to focus on and where their belongings are stored.
Tips for classroom layout is available at
Seating arrangements
When considering seating arrangement for a student with ASD, it is important to consider:
• positioning of seating in the classroom (where to seat individual children)
• group composition (peers as models, triggers or distractions
• student's actual sitting skills (on chairs, on the floor).
Tips for organising seating arrangements are available at
Break areas
When young students become overloaded with sensory information or their anxiety levels escalate significantly, they are unlikely to be able to exert any internal control over their impulses or to respond to prompts and cues from adults.
Teaching students to self regulate and manage their responses in challenging and taxing situations starts with supporting them to take a break before they become overwhelmed.
The advantages of teaching students to take a break at school include:
• supports students to maintain control of their emotions
• allows for more opportunities for a positive resolution to incidents and issues for everyone
• supports students to sustain social interactions for longer periods as they know they can take a break when needed
• supports students to develop greater confidence in their ability to problem solve and cope with consequences
• minimises controlling or repetitive behaviours which generally escalate in times of stress.
Tips for developing break areas is available at
Supporting positive playground interactions
Considering and managing the playground environment recognises that
• while time in the playground can be a 'break' for many students, some students with ASD may find the busyness of the playground adds sensory and social pressure
• the 'unwritten laws' of the playground can be complex and ever changing which may make it difficult to predict, respond to and apply social rules to for students with ASD
• considering the sensory and social demands of the playground for students with ASD can support the development of more inclusive and engaging play experiences for all.
Tips for supporting positive playground interactions are available at
Developing supportive routines and schedules
Most students with ASD find routines and schedules comforting and calming. Routines and schedules:
• minimise stress and anxiety related to learning new skills or accessing new environments or information
• remove confusion and difficulties comprehending information (instructions) from others
• help students predict what will happen and what is expected of them
• provide consistency necessary for learning
• teach expected behaviours necessary for group learning.
Some students may benefit from adjustments to routines or schedules and some explicit teaching of how to follow whole class and school routines and schedules on a planned and regular basis.
Tips for developing supportive routines and schedules are available at
Visual cueing systems
Most children with ASD seem to understand and respond better to visual, permanent information. Their communication and sensory processing differences mean that auditory information may not be heard clearly, processed correctly or retained in short-term memory well enough to be useful. Information presented visually (written words, symbols, photos, objects, drawings or video) rather than via the spoken word alone, often causes a significant improvement in the student's response.
Visual cueing systems may include schedules, timetables, cue cards, story-based interventions, lists and other activity checklists, video modelling and visual reward systems.
Planning and evaluating visual cueing systems
Visual cueing systems can be used, adapted and integrated into the Prep learning environment in a variety of ways. When planning or evaluating the use of visual cueing systems it is important to consider:
• the environment(s) that the visual cueing tool is intended for
• what the student is currently using or doing
• the communication, behavioural and curriculum goals of the student
• what the visual tool will actually look like and include
• the intended use of the tool
• the intended audience for the tool (e.g. just one student, whole class, support staff)
• the implementation and evaluation of the tool including teaching the student how to use it.
Tips for visual cueing systems in the prep learning environment is available at
Developing work systems and stations
Work systems and work stations are beneficial for students with ASD as they:
• provide visual structure clarifying how to approach a task
• are a sequential list of steps to follow to complete a task
• have a clearly defined beginning and end which indicate what is required, how much is required and for how long
• clarify many of the 'unwritten rules' of group learning, such as how to wait and whose turn it is
• promote independence by providing information in a format (visual and physical) that is easily accessible by the student and unchanging
• are self-contained as the student is able to see what is required simply by viewing the materials presented
• limit the need for verbal instructions which can be difficult for students to consistently comprehend and apply.
Tips for developing work systems and work stations is available at
Managing groups
Organising activities in small groups has a number of benefits for students with ASD including:
• limiting sensory distractions due to noise and movement
• managing the social demands of activities by reducing the amount of sharing and waiting time
• providing better opportunities to successfully practice interactive skills such as requesting a turn, waiting, sharing, listening to others, joining discussions, and turn taking via the smaller group and more predictable composition
• allowing for the different paces that students learn as well as the different levels that they may be operating at within the curriculum
• allowing greater opportunities for peer tutoring
• allowing for multiple curriculum learning areas, general capabilities and cross-curricular priorities to be covered through group rotations
• flexible or varied group composition allows for students with ASD to work with others at similar, higher and lower levels to them, which provides opportunities for the teacher to highlight that everyone has different abilities, strengths, challenges and interests
• allowing opportunities for the teacher to rotate through a number of small groups on a regular basis
• lowering the adult to child ratio for some activities as required for targeted teaching
• allowing for efficient use of concrete
Tips for managing the group size is available at
Assembly and movement around the school
The development of consistent and predictable routines and procedures for transitions and movements throughout the school has benefits for students including:
• providing safe routines and procedures
• managing the social demands of assemblies and movements around the school by providing rules and explicit teaching (e.g. on how to line up), limiting the sensory impact by managing the size, noise and physical closeness of transitions and where the student sits on assembly
• allowing students to focus more on the actual activity of attending to the assembly or moving around the school and less on what is actually required of them
• providing consistency and predictability, thereby minimising anxiety and any controlling or repetitive behaviours which tend to escalate in times of stress
• increasing independence.
Tips for managing assembly and movement around the school is available at
Positive Behaviour Support (PBS)
Positive Behaviour Support (PBS) uses preventative, teaching and reinforcement-based strategies to achieve meaningful and durable behaviour outcomes.
PBS is an evidence-based approach for supporting all students, such as through the department’s Schoolwide Positive Behaviour Support program, as well as for individual students. Information about the Schoolwide Positive Behaviour Support program can be found at
PBS support for individual students:
• concentrates primarily on preventing the occurrence of an identified behaviour by avoiding or adapting the circumstances that usually trigger this behaviour
• focuses on building skills to use or developing alternative preferred behaviours
• considers the motivation for or functions of behaviours
• values the student and their attempts at positive interaction
• uses the students strengths and interests to increase success
• increases an individual’s quality of life by supporting increased access and engagement.
PBS for students with ASD: some points to consider is available at
A template for developing a PBS plan is available at
This template has been developed to assist team members supporting students who require an individualised positive behaviour support plan focused on targeted behaviour/s. This planning tool requires the case manager to have some previous experience of developing and implementing a PBS plan.
Being safe
For some students with ASD, difficulties with social understanding and a focus on the immediate details rather than the ‘big picture’ means explicit teaching of being safe and environmental changes may be required.
While all students have variable understandings of danger dependent upon their skills and life experiences, some issues may include:
• hazards due to poor coordination or proprioceptive feedback while using equipment such as scissors, rulers and other sharp items
• inadvertently harming others through poor awareness of others such as stepping on children's fingers, playing too roughly or 'walking through' others
• safety concerns due to limited awareness of more extreme safety hazards such as traffic, running away, hurting others when upset and damaging property in a way that puts themselves and others at risk
• everyday hazards while moving within the school (such as bumping into furniture, edges or others)
• emotional safety due to extreme anxiety or stress, bullying, exclusion.
What is bullying?
Bullying is repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons.
There are three types of bullying:
• Overt bullying, often referred to as face-to-face or direct bullying, involves physical actions such as punching, kicking or verbal actions such as name calling.
• Covert or indirect bullying is a subtle type of non-physical bullying which isn't easily seen by others and is conducted out of sight, and therefore can often be unacknowledged by teachers. It does harm by damaging another's social reputation, peer relationships and self-esteem.
• Cyber bullying occurs through the use of information or communication technologies to anonymously or directly bully others.
Bullying incidents typically involves three categories of individuals: the bully, the target and the bystanders.
• Tips for Being Safe is available at
• Tips for Understanding and Addressing Bullying at School: Considerations for Students with ASD is available at
• Bullying information is available at
Assistive technology
Assistive technology (AT) is broadly defined as “any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” (Lewis, Rena B. (1993). Special Education Technology Classroom Applications, Brooks/Cole Pub Co, California).
For example, students who struggle with writing using pen and paper have a range of alternative assistive technology options to explore such as small and large keyboards, note takers and specialised software that offers various supportive features and functions.
AT can be useful for students with ASD to:
• supplement, assist or expand expressive communication
• provide assistance with organisation, sequencing and prioritising skills
• provide visual supports such as schedules or timetables, cue cards, story based interventions, lists, checklists and visual reward systems
• support the understanding, development and application of social skills and emotional regulation
• support attention and engagement with the curriculum and others
• support decoding and encoding text that is: text to speech and speech to text.
• support access to and application of specific curriculum content
• support students to demonstrate knowledge and application of specific curriculum content.
The Assistive Technology Professional Community has been developed to help support the use of AT to cater to the learning needs of students with special needs, including ASD and to use information communication and technologies (ICTs) to support inclusive learning. It provides practical information, strategies, tutorials and links to resources that focus on a range of curriculum areas, as well as targeting specific needs of students.
Further information
• Considerations for planning assistive technology use with students with ASD
• Augmentative and alternative communication
• Tablet application websites
• Assistive technology
Visual cueing systems
Continuing successfully after transition
Ensuring a student with ASD continues to be successful at school after the transition phase has concluded is extremely important. This involves:
• using the information gathered during the transition process to respond to the student's individual learning needs
• evaluating the adjustments being provided to ensure students are accessing and participating in the curriculum and negotiating school life on the same basis as their peers.
Relationships with others, peer interactions, classroom communication, consistency of staff and managing anxiety can present ongoing challenges for students with ASD. Consideration and careful planning of these factors can maximise engagement and participation for students with ASD.
Consideration can be given to the student's individual:
• communication skills and needs
• social understanding
• capacity for flexible thinking and behaviour
• sensory processing differences
• cognitive processing differences
• organisational needs and supports
• interests and motivations
• stress triggers
• learning preferences
• previous experiences including previous successes and previous challenges.
Some possible tips and strategies, which may be adjusted to suit the student or specific learning environment, for continuing success beyond transition are outlined below:
• Developing relationships
• Peers
• Teaching classroom communication
• Managing stress and anxiety
• Introducing change
Promoting success with new or unfamiliar staff
•
• Management strategies and tips for continued success
Transition
Transitioning to Prep is an important journey. For many children, the commencement of kindergarten is part of their journey to Prep. Early childhood experts agree that a quality kindergarten program develops children's learning and physical abilities and helps them prepare for school.
The transition section of this online resource package contains practical information to assist in guiding families and educators through the process of successfully transitioning a child with ASD to Prep. Transition is about key stakeholders working together to ensure that the child's journey to formal school occurs in a supportive and positive environment and is as smooth as possible.
This package contains a number of resources designed to assist you in the process of transition from the initial planning phase through to the reflection of the transition journey. In many cases, the information contained in this section can be used to enhance and develop transition practices that are already in place.
Active engagement in the process is supported through a range of documentation which helps to formalise discussions. Formalising a plan and recording key roles, responsibilities and actions ensures that all stakeholders are moving in the same direction with the focus being on the child.
Within the transition process, there are several key factors that should be kept in mind. These include:
• allowing time to plan
• ensuring regular and open communication with all relevant stakeholders
• working within a team throughout the transition period to share responsibilities
• ensuring that the transition plan and process is individualised to the needs of the child, family and school setting.
Transition information and resources are grouped as follows:
• Transition booklet: My journey to Prep
• Transition planning
• Transition information for educators
• My new school story.
Information on selecting a school is available at
Further information regarding continuing successfully after the transitions process is available at Continuing successfully after transition in this web resource at
Journey to Prep
Transition to Prep is an exciting but complex process. It contains a number of steps and processes and involves decisions and outcomes that can greatly influence the child starting school successfully.
While this process can be complicated for any child, the child with ASD may face unique challenges that require specialised considerations. The Transition booklet: My journey to Prep is available at and is intended to be a collaborative planning tool used by all stakeholders to support the successful transition process for a child with ASD. It allows all members of a child's transition team opportunities to view, contribute and collaboratively plan the student's transition journey to Prep.
This booklet is for:
• parents
• early childhood education and care (ECEC) educators
• early intervention professionals
• Prep staff
• any allied health professionals supporting the child or the family.
Parents
Parents can begin to compile information for the transition booklet in the year prior to their child commencing Prep. The parent section of the transition booklet contains child profile options and a parent statement of aspirations to complete. If you wish, you may choose to print and complete only the parts of the parent and child section that are important to you and your child.
Parents may also choose to add current programs or reports from private therapists, allied health or medical staff in the educators section as well as adding to the planning and team sections.
The transition booklet allows important information about the child and the transition process to be shared. While a range of people will contribute to the booklet, it is ultimately the child's book. It is recommended that parents act as coordinators of the transition booklet and work with stakeholders to develop the content.
If parents are not sure how to begin, contact your child's ECEC educator and/or proposed school who can assist them to begin the process and choose sections to print and complete. Before their child's early childhood education and care setting can begin to add information, it is important that they have parental consent to share information about their child. A parental consent form is available in the transition booklet at
Educators
ECEC educators can begin to compile information as soon as parents have given their consent for information to be shared. Initially they are primarily responsible for completing the educators section of the booklet as well as contributing to the planning section as a member of the child's transition team.
Prep staff may begin to contribute to the transition booklet during the first transition meeting of all stakeholders. This is when the child's individual transition plan is first developed. Prep staff may continue to add information throughout the year with specific responsibility to ensure up to date and relevant information is provided during the last term before transition to Prep.
The transition booklet remains the property of the family and it is important that parents are given the opportunity to take ownership of the book. Parents are encouraged to share the booklet with their child's school. All educators are encouraged to provide additional support to those families who may require additional assistance to complete, collate and share the booklet.
Specifically some parents may find the size of the booklet overwhelming and may need support or assistance to only contribute to and print the sections of the booklet that they are comfortable with such as parts or all of the parent and child section.
Allied health professionals and other support staff
Allied health professionals and other support staff may add information as required throughout the transition journey once parental consent to share information is obtained.
Individualising the Transition booklet: My journey to Prep
In some sections of the Transition booklet: My journey to Prep, a number of options or templates have been provided so that the individual needs and experiences of all team members may be accommodated. Please select the documents that best support each individual child. Some elements of the booklet may not apply to some children, families or circumstances.
Confidentiality reminder
The information contained within the following document is considered private and confidential. Parent or carer consent must be obtained before providing or accessing information. A parental consent form is available in the transition booklet at at
Transition planning
Young children with ASD may make the transition to Prep more smoothly if the family, the Prep staff, the early childhood education and care educators and any other support staff are all involved in the child's transition planning.
It is important to note that transition planning is more than a child visiting a Prep classroom before they start school. It is the collection and collation of information, experiences and aspirations by:
• the student
• their family and support personnel
• school staff
• any other professionals involved
• the student's early childhood education and care staff.
The Transition booklet: My journey to Prep provides templates for the collection, collation and the sharing of information between all involved in the transition journey. The booklet is available at
The following information has been provided to assist you with transition planning:
• Transition timeline
• The transition team
• Transition meetings
• Developing transition goals
• Transition activities
• Reviewing the transition journey.
Transition timeline
The transition to school for a young child is a continuous journey that commences before the child starts school and continues well beyond the first day of school.
It is recognised that a gradual transition over a 12 month period affords all stakeholders the opportunity to plan, develop, resource, and reflect on transition strategies and supports. However, individual circumstances may mean that the transition timeline may be significantly shorter and therefore only key activities can be completed.
This does not mean that the child will not successfully transition to their next educational setting, it simply means that all stakeholders need to carefully consider the 'who', 'what', 'where' and 'when' of transition in order to ensure that all parties are prepared and resourced.
Developing a transition timeline through collaboration between the family, teachers and other relevant people may assist in ensuring the very best start to schooling for a child with ASD. This ensures that everyone is on the same page and aware of what supports are in place and who is responsible.
When developing a transition timeline, the transition team need to consider the unique characteristics of the child, the capacity of the sending and receiving educators to enact key tasks and activities, and the capacity of the family to support all activities.
Tips for transition activities contains examples of best practice transition strategies and activities for a child with ASD. This tip sheet is available at
My transition timeline template is available for you to download and complete for your child or student. This template is available at
The transition team
The transition team may consist of members of the following sub teams:
|The family team |The sending team: Early |The receiving school team |The allied health team |
| |Childhood Education and Care | | |
| |(ECEC) setting/s | | |
|child |ECEC educators |school administrator (principal, |speech-language |
|parent/s |ECEC special education staff |deputy principal, head of |pathologist |
|carer/s |inclusion support agency staff |curriculum) |occupational therapist |
|parent/caregiver advocates and |advisory visiting teachers |prep teacher |psychologist |
|support persons such as | |guidance officer |physiotherapist |
|interpreters, friends, case | |inclusion support teacher / |child psychiatrist |
|workers, regional support agencies| |special educator |paediatrician or general |
|and other community supports | |teacher aides or school officers |practitioner |
|social worker | |advisory visiting teacher |family and early childhood|
| | |head of special education |services (FECS) staff |
| | |services (HOSES) |child development clinic |
| | |school chaplain |staff |
| | |school support staff e.g. | |
| | |therapists | |
It is important to choose a workable team from the range of options above, taking into consideration a large team is useful in the data gathering stage.
A wide variety of team members who are able to observe or work with the student in a variety of environments, situations or interactions may provide rich data. A smaller team is useful in the transition planning stage.
A representative from each sub team is necessary to develop individual transition goals ensuring that the individual needs of the student are identified, recorded and an appropriate plan of action is developed.
Once the transition team has been agreed upon, contact details may be entered into the Transition booklet: My journey to Prep. This is available at and can be updated as required.
The Transition booklet: My journey to Prep also provides templates which may be useful to support effective and efficient communication between transition team members during the transition process.
Transition meetings
The transition meeting is an opportunity to meet all the stakeholders who will be involved in your child s transition to Prep. Transition meetings:
• support the development of open and efficient communication between all members of the transition team
• ensure that all stakeholders are involved and engaged in transition planning and the
• ensure the best outcomes for all involved are negotiated, documented and enacted.
Planned and structured transition meetings, where the goals and strategies to support transition are discussed and documented in a transition plan, is a vital element of a successful transition.
Tips and suggestions for both parents and case managers have been developed along with a sample agenda for a transition meeting. These documents are designed to support all members in planning, holding, and participating in the transition meeting.
• Tips for parents regarding transition meetings
• Tips for case managers regarding transition meetings
• Sample transition meeting agenda
Developing transition goals
The development of individual transition goals ensures that the aspirations and needs of the child, the parents and the school are identified and recorded, and that a plan of action is developed.
Individual transition goals should identify:
• skills or routines the child will require to support successful transition into Prep, such as following a visual schedule for a session, sitting at mat time, walking with a peer or asking for help
• supports specific to the individual to augment smooth transition, such as the use of story boards, photo books, individual schedule, break routines, comfort toys or activities
• a timeline of transition activities, such as planning meetings, school visits, early learning centre visits, home visits, photography or video recording sessions, collation of school brochures and newsletters, enrolment procedures or information and portfolio sharing sessions
• specifically the 'who', 'what', 'where' and 'when' of these goals which need to be recorded.
The Examples of my learning section of the Transition booklet: My journey to Prep contains examples of strategies, supports and adjustments which may be adjusted and or incorporated into the student's individual transition plan.
Transition goals may be recorded in:
• My individual transition plan in the Transition booklet: My journey to Prep
• the Positive Partnerships transition plan
• the Queensland Curriculum & Assessment Authority (QCAA) kindergarten learning guideline transition statements
Transition activities
The process of transition enables families and children to become familiar with the school routines and environment, and for the school to start to become familiar with important information about the child such as learning strengths, interests and stress triggers.
Information for the child and their family can be sorted into two areas: the school and the classroom. Most information families require regarding the school is accessible via school websites, parent handbooks, the school prospectus or by requesting school policies, procedures and information from the principal.
Specific and relevant information regarding the classroom is useful for the child and his/her family as it helps them prepare for the start to schooling. Children with ASD are usually more able to understand, remember and use information if:
• it is presented in their learning preference (often visual such as photos, images, video; and/or kinaesthetic such as experiencing or actively being involved in doing, creating, showing or making)
• information is linked to known or preferred information (linking to interests, known routines, concepts or activities, known peers, use of motivating topics, images or concepts)
• consideration is given to the family's ability to access information, which they may provide to the child at home (Do they have access to the internet? Do they require translation or language support? Do they already have children enrolled in this school? Do they need photos and/or video?)
Information which may be useful for the family and the transition team to consider may include the following:
• the routines the student is likely to encounter in Prep
• the staff the student is likely to encounter (classroom, playground, office, specialist staff, support staff, other)
• any peers the student may already know or has recently met
• the environments the student is likely to experience, including the Prep classroom, school amenities, the allocated playground area, specialist lessons, library
• routines the child will need to know, such as access to the tuckshop, uniform shop, after school hours care program, sporting amenities, the library and specialised support or rooms
• information relating to any particular interests or strengths that the student may have as these may be calming and or motivating.
The Transition booklet: My journey to Prep provides templates in the Information for the Prep environment section which team members may use to ensure that important information has been shared. The booklet is available at
Tips for transition activities at provides further specific tips regarding transition activities. A wide range of transition activities have been suggested. These activities are grouped into four phases so that it is easy to see how transition activities may be sequenced and responsibilities allocated throughout the whole process.
The transition team may choose to prioritise, document and share these activities in either My transition activities template (in the transition booklet) and or the Transition timeline, available at which allows for more specific details to be documented and shared with the team.
Consideration must be given to prioritising the suggested transition activities necessary to support the successful transition to Prep for the individual child, the family, the ECEC educator and the school. For some children, it may be necessary to complete most of the suggested transition activities, while other children may only require a smaller number of the suggested transition activities. Discussing those activities that are most important for the family and the school will help develop a transition plan that will meet the specific needs of the student.
Planning to group transition activities such as combining a visit to the ECEC centre with a transition planning meeting and information sharing session will help manage time and other constraints.
Reviewing the transition journey
Evaluating the effectiveness of the transition program is an important element of the transition process. This step is both necessary and valuable.
It is important to evaluate how the transition process is:
• identifying student, family or school issues to be addressed or managed at the moment
• planning for changes for future transitions for the student, such as moving from Prep to Year 1 and beyond
• supporting the student to manage a change in school, class or teacher in the future
• developing routines and procedures that may be useful for families and students and support ECEC and Prep educators in future transitions to Prep
• reflecting on skill development of all team members.
A Review of the transition program template has been provided which may be used to document and collate review information by team members. This template is available in the transition booklet at
Suggestions for efficient methods of evaluating this transition program include:
• individual transition team members completing the review table to be collated by one person, such as the case manager
• collaborative discussions so that information may be collated and ultimately acted upon
• responsibilities for follow up or actions allocated to individuals during collaborative review meetings
• the development of transition materials useful for supporting future transitions.
Transition information for educators
Educators are able to provide information, guidance, support and practical involvement in transition activities to families during the whole transition process.
Prep staff can be involved in the transition process from the very beginning once a school has been selected. This includes during planning, transition activities, right through to assisting with the review of the transition process and procedures to continue successful once the student is attending Prep. ECEC educators are often involved in transition through the provision of practical assistance as well as advice and support during the whole process.
The information contained in this section aims to support educators in both ECEC and Prep settings develop an understanding of the individual student's needs, provides guidelines and suggestions for transition planning and transition activities for students with ASD, as well as suggestions, considerations and templates which may support the development and refinement of effective partnerships with parents.
The information is designed to support educators to gather, contribute, collate and share information in the student's Transition booklet: My journey to Prep at and the student's Transition timeline available at
Information is grouped as follows:
• Getting to know the student
• Developing effective partnerships with parents and carers
More information for educators regarding day-to-day routines, curriculum access for students with ASD, the learning environment and suggestions for continuing successfully after transition may be found in the Information for educators section of this resource at
Getting to know the individual
Despite there being recognised core characteristics of ASD, it is the blend of a student's individual characteristics, the individual impact of 'ASD characteristics' and how they engage with the environment that produces the myriad of individual presentations.
As with teaching any student, motivating, engaging and challenging your student with ASD will rely upon discovering and utilising their individual:
• personality
• motivation
• life experiences
• any co-existing health or wellbeing concerns.
Developing an individual profile
Developing an individual profile (in the Transition booklet: My journey to Prep at of your student involves collating the following information:
• what your student likes (motivators, strengths, interests, calming activities)
• what your student dislikes (stress triggers, challenges)
• any strong interests, obsessions or fascinations (these may be calming or may trigger stress)
• strategies that have been useful in the past for calming the student
• social, sensory or communicative concerns, supports and successes
• any 'top tips' from people who already know the student
• information about the student's home and family life which is useful for building relationships
• what type of schedule or list of tasks your student is familiar with so you may visually plan their first day/sessions.
Information collated via an individual profile may be used to develop a timetable or schedule of events or activities for the new student which incorporates some known and preferred activities throughout the day to support a successful start to Prep. This also helps to plan and manage activities which may be stressful, such as scheduling them between breaks and preferred tasks.
As student's preferences are individualised and may change, it would be useful to update information each term or as new information arises.
It is important to remember that all students respond to their environment; both the physical environment and events or learning that may have happened in their past. Some students may appear to demonstrate behaviours and or skills in one environment and not in others.
An individual profile can provide some information about the student and give some strategies which have been useful for specific environments, however it is important to note that an individual student's profile can change depending on the environment, and of course, the skills they have developed or generalised.
Example of an individual profile
|Likes/interests: |Dislikes: |Obsessions/Habits: |Strengths: |
|Motivators |Stress triggers |Calming strategies/routines/strategies|Learning style/motivators |
| | |that work | |
|Cars, books, transport, |Noise, changing |Reading books, following a list, |Use of books, routine, lists,|
|animals, talking to others |activities, finishing, |reading to get calm, playing with cars|cars, reading, car expert, |
|about cars, making books, |waiting, dirty hands, |alone, being in control of routine by |developing car books, time |
|being able to predict what |others touching |having some choice, small group or |alone to play with cars or |
|will happen, listening to |possessions such as cars |individual work initially, quiet area |read books, limit changes of |
|audio stories with |or books, mat time. |at back of room for breaks, audio |activities each session, same|
|headphones. | |stories, visual information. |desk to sit at with box for |
| | | |books and cars, some choices |
| | | |in routine/schedule. Use of |
| | | |visuals. |
Information gathering tools
A number of planning tools which may be useful for gathering information about a student have been provided to ensure that the individual student, family and educators needs and experiences may be considered.
o Transition booklet: My journey to Prep
o My individual profile template
o Transition booklet: My journey to Prep
o Educator's section
o Parent and child section
• Queensland kindergarten learning guideline (QKLG) professional development resources provides links to transition statements and completed examples
• Positive Partnerships practical planning tools
Developing effective partnerships with parents
Parents are a wonderful source of knowledge, support, history, strategies and suggestions. Parents provide a unique perspective of their child across a range of environments and activities. It is crucial therefore that educators engage, inform and interact with parents on a regular basis.
Tips for communicating effectively with parents and carers provides specific strategies and points for consideration to assist you with developing effective partnerships. This tip sheet is available at
The following information has been provided to assist with developing effective partnerships with parents:
• Obtaining information from parents
• Templates for communicating with parents
• Helping parents to manage the first day
• Supporting parents to access further support
• Supporting parents who are culturally and linguistically diverse (CALD) or isolated
My new school
Rationale
When transitioning a child to Prep, a range of strategies are recommended to support children to become familiar and comfortable with the new environment, routines and people. The My new school story provides children who are transitioning to prep with specific, individualised information about their new school. The story can introduce physical locations, important staff and routines within the day.
Using the child's preferred learning style
Children are more able to understand, remember and use information, if it is presented in their preferred learning style. Children with ASD often have a visual and or kinaesthetic learning preference, that is, information they can see and are actively involved in doing, making and experiencing, is more likely to be retained, processed and/or applied.
The use of visual information, such as a story containing photos, a PowerPoint, a movie or interactive book or video application, may all provide specific information to the child with ASD. The choice of how to use visual information in the new school story will depend on the best way for the individual child.
It is important to ensure the child is involved where ever possible in creating the My new school story by:
• allowing them to assist with capturing, selecting and labelling images, photos or symbols
• having them involved in the filming, editing and addition of language to a movie, book or video.
Tips for developing a new school story
• Determine the most important locations and routines that you wish to introduce in the story (e.g. classroom, teacher, bag rack, toilet, playground).
• Use language that is appropriate for the child (i.e. length and complexity of sentences) keeping sentences as short and specific as possible.
• Use visual information that is appropriate for the child (e.g. photographs, pictures, drawings, or symbols that will make sense to the child).
• Select a medium that will be engaging and motivating for the child (e.g. paper, tablet computer, PowerPoint, movie).
• Include some of the child's known or preferred routines and interests so the child has something to attach or link their memory of their new school to (e.g. sitting on the mat, preferred books, known peers).
• Finish the story on a positive note (e.g. I will have fun at my new school!).
The sample template
A sample template is provided as an example of the format and styling that may be used within a My new school story. This document is an example only and will need to be adjusted to ensure it is suitable for the individual child's needs and their Prep environment. Modifications may include adjustments to:
• the length of the story
• the amount (number) of visual information
• the amount of text
• the style of the text
• details of the images
• the medium used (video, interactive book, PowerPoint, booklet).
The sample template is available at This story can be compiled by parents, ECEC and/or Prep staff and may be a collaborative effort of the transition team.
Sharing my new school story
The story should be used in combination with a range of other strategies to prepare the child for the start of school, as documented within the child's individual transition plan.
Ensuring the story is read with the child several times assists the child to become familiar with the information presented in the story. Suggestions include:
• incorporate reading or viewing My new school story into daily routines at home and the ECEC setting
• read or view My new school story before transition visits to the school
• read, view or edit My new school story at school with Prep staff during transition visits
• read or view My new school story before and during the morning of the first day of Prep.
Further information
• Strategies to assist parents to prepare their child for transition
• Strategies to assist Prep teachers with the beginning of the Prep day
• Story-based interventions
Further learning and support
This section provides information on resources and organisations that can assist families and schools further in supporting students with ASD.
The provision of ongoing support, information and resourcing for families and schools supporting a student with ASD is beyond the scope and capabilities of this online resource.
Consideration has however been given to providing links and contact details for organisations and services which may be useful for families and/or educators when searching for further information regarding learning, support and resources.
All organisations, service providers and resource providers have been listed alphabetically and are not specifically endorsed by the department, AEIOU or Autism Queensland.
Organisations and services have been grouped into six areas for ease of searching:
• Queensland based ASD specific organisations and services
• Services and resources (disability and ASD specific)
• Further learning and education
• Allied health/therapy professional organisations
• Links to other resource directories
• Purchasing resources
To assist families and educators, a glossary has been developed defining terms used within this ASD Online Transition Resource Package. This is available at
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