Meeting the needs of all

As demonstrated in the Autism CRC Australian Autism Educational Needs Analysis, students on the spectrum have a complex array of educational needs. It must be remembered, however, that many of these needs are not unique to autism, and educators are required to meet the needs of all of their students. The belief that the translation of the findings from research with students on the autism spectrum should support teachers to respond to the needs of all students was further strengthened during the Autism CRC inclusionED project. Over four years, this project undertook a comprehensive process of co-design and consultation with Australian teachers and education service providers, as well as a smaller cohort of students on the spectrum and parents. During the co-design stages of the project, teachers reported positively on the utility of resources, which could be used with a range of learners, as opposed to those which were seen to be cordoned off as useful for only a particular student with a specific diagnosis. However, translating research for teachers to use with a range of their students can be challenging to researchers who are wary of overstretching the claims that they make and who need the fidelity of the interventions and approaches that they have trialled to be upheld. By listening to teachers regarding what they need, the researchers began to investigate how to translate their research for a range of students, with integrity. In this chapter, the findings from the body of research developed across the Autism CRC School Years Program will be interrogated through the lens of challenges facing teachers to meet the needs of all students in mainstream classrooms. In support of our vision and values, this provides a strong case for translating our research findings to assist teachers to meet a range of student needs.