• “Just Ask Me”: The Importance of Respectful Relationships Within Schools, a summary for non-academics 

    “Just Ask Me”: The Importance of Respectful Relationships Within Schools, a summary for non-academics 

    In this research, published in mid-2021, Autistic and non-autistic researchers set out to understand the school experiences of Autistic young people and adults (aged 16-67). Their aim was to understand the interactions Autistic people experienced within the educational environment, and what barriers and enablers were present for Autistic inclusion and participation. 

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  • Transitioning to Tertiary Education: top tips from Autistic students and advocates

    Transitioning to Tertiary Education: top tips from Autistic students and advocates

    In this tip sheet, Autistic advocates and university students Medha Gupta and Shadia Hancock provide their top tips for Autistic students wanting to make a smooth and successful transition to tertiary education.

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  • Tim Chan, Flourishing after School

    Tim Chan, Flourishing after School

    In this presentation, first broadcast at Reframing Autism’s 2021 Symposium on Autistic Flourishing: Acceptance, Authenticity, Autonomy, Tim Chan shares his knowledge on the conditions in which Autistic people with Complex Communication Needs can flourish into adulthood.

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  • “It just fits my needs better”: Autistic students and parents’ experiences of learning from home during the early phase of the COVID-19 pandemic, a summary for non-academics

    “It just fits my needs better”: Autistic students and parents’ experiences of learning from home during the early phase of the COVID-19 pandemic, a summary for non-academics

    Reframing Autism’s CEO, Dr Melanie Heyworth, and colleagues, interviewed Autistic school-age students as well as Autistic and non-autistic parents of Autistic school-age children and youth. Their aim was to understand how students have been affected by COVID-19 during the pandemic.

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  • McAlister Greiner Huynh, Flourishing in Education

    McAlister Greiner Huynh, Flourishing in Education

    In this presentation, first aired at Reframing Autism’s 2021 Symposium on Autistic Flourishing: Acceptance, Authenticity, Autonomy, McAlister Greiner Huynh, also known as The Neurodivergent Teacher, looks at how to help Autistic students to flourish as their authentic selves in their education by designing our classrooms, schools and places of learning with neurodiversity in mind.

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  • Flourishing in Education

    Flourishing in Education

    “The only way we can expect Autistic students to flourish as their authentic selves in education is by designing our classrooms, schools and places of learning with the understanding that neurodiversity is the rule, not the exception.” In this insightful blog, US-based educator, McAlister Greiner Huynh, also known as the Neurodivergent Teacher on Facebook and Instagram shares her talk made at the Autistic Flourishing Symposium on how we can help Autistic students flourish in their education. 

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  • Amplified, Episode 5: Tigger Pritchard

    Amplified, Episode 5: Tigger Pritchard

    In this fifth episode Ginny Grant interviews Tigger Pritchard, an awesomely Autistic Autism and Pathological Demand Avoidance advocate, trainer and consultant, based in England.

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  • Introspection on education

    Introspection on education

    • Blogs
    • September 10, 2018

    Currently in Australia, parents are scurrying to find the right educational setting for their Autistic children beginning school for the first time. Or for their children changing schools for the first, or second, or third time, as previous educational settings have become untenable or unworkable or detrimental to their child’s mental, emotional, social or academic health. Or all of those things. Our school year follows the calendar year, and I know many, many parents who are searching desperately to find the perfect fit for their Autistic poppet for the new year. Or, more accurately, who are searching for an adequate educational fit for their child.

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