Removing educational barriers in Australian schools for autistic students (REBAS)

What we did

We examined current inclusive education practices to understand what is working well and where improvements are needed. This included exploring the experiences of autistic students across mainstream and specialist settings, the effectiveness of existing approaches to inclusion, barriers faced by students with high and complex support needs, and the perspectives of autistic students, families, educators and school leaders.

What we found

Autistic students face multiple and intersecting barriers to inclusion, highlighting the need for education systems that are flexible, strengths-based and neurodiversity-affirming.

We identified gaps in policy, research and practice, particularly for students with high and complex support needs, and developed recommendations to strengthen inclusive education across Australia.

The findings highlight the need for system-wide reform and the central role of autistic voices in shaping education policy and practice.

Why this matters

All students with disability have the right to inclusive education. To be genuinely inclusive, education systems and practices need to effectively support the strengths and meet the needs of diverse learners.

REBAS provides evidence-informed recommendations to strengthen policy, school systems and classroom practice, helping create more inclusive learning environments for autistic students, including those with high and complex support needs.

Project team

Beth Saggers, Sofia Mavropoulou, Suzanne Carrington, Jessica Paynter, Dawn Adams, Stephanie Malone, Marleen Westerveld, Gilly McKeown, Christos Constantine, Trudy Bartlett, Connor B, Jacqui Gately, Shelley Heath, Amanda Porter, CJ Stewart, Hannah Winspear-Schillings, Smita Nepal, Jacqueline Dunne, Abbey Saggers, Jodie Wilde, Lisa van Leent, Natalie Wright, Chelsea Marsh and Kendall O’Connor.