PublicationsInclusive educationStrengths and support needsInforming policy

Removing educational barriers in Australian schools (REBAS)

The REBAS project set out to understand educational strengths and needs among all autistic learners in Australia — including students with complex support needs and those facing multiple forms of marginalisation.

Led by Beth Saggers at the Autism CRC, the project examined current inclusive education practice to determine what is working well and where critical gaps remain.

What the project investigated

  • The educational experiences of autistic students across mainstream and specialist settings
  • The effectiveness of current inclusive education approaches in Australian schools
  • Barriers faced by students with high and complex support needs
  • The perspectives of autistic students, families, educators, and school leaders

Key outputs

  • Main Report (December 2023) — a comprehensive national review of inclusive education practice
  • Policy Review Report (February 2024) — findings translated into actionable policy recommendations
  • Reflections on the co-production process used throughout the research (November 2025)

Why this matters

Many autistic students — particularly those with complex support needs — continue to face significant barriers to meaningful participation in Australian schools. REBAS provides an evidence base to drive targeted improvements at the policy, school system, and classroom practice levels.

Learn more

Full reports and resources are available on the Autism CRC website.

Downloads

↓White Paper (2.6 MB)↓Executive Summary (1.2 MB)↓Research Snapshot (0.6 MB)

Authors

  • Beth SaggersQueensland University of Technology
  • Sofia MavropoulouQueensland University of Technology
  • Suzanne CarringtonQueensland University of Technology
  • Jessica PaynterGriffith University
  • Dawn AdamsGriffith University
  • Stephanie MaloneGriffith University
  • Marleen WesterveldGriffith University
  • Gilly McKeownQueensland University of Technology
  • Christos ConstantineQueensland University of Technology
  • Trudy BartlettAutistic Consultant
  • Connor BAutistic Consultant
  • Jacqui GatelyAutistic Consultant
  • Shelley HeathAutistic Consultant
  • Amanda PorterAutistic Consultant
  • CJ StewartAutistic Consultant
  • Hannah Winspear-SchillingsAutistic Consultant
  • Smita NepalQueensland University of Technology
  • Jacqueline DunneQueensland University of Technology
  • Abbey SaggersQueensland University of Technology
  • Jodie WildeQueensland University of Technology
  • Lisa van LeentQueensland University of Technology
  • Natalie WrightQueensland University of Technology
  • Chelsea MarshGriffith University
  • Kendall O'ConnorGriffith University

Citation

Saggers, B., Mavropoulou, S., Carrington, S., Paynter, J., Adams, D., Malone, S., Westerveld, M., Mc Keown, G., Constantine, C., Bartlett, T., B., C., Gately, J., Heath, S., Porter, A., Stewart, CJ., Winspear-Schillings, H., Nepal, S., Dunne, J., Saggers, A., Wilde, J., van Leent, L., Wright, N., Marsh, C., & O'Connor, K. (2023). Removing educational barriers in Australian schools for autistic students: Current trends, gaps, and recommendations in educational research, inclusive policy, and educational practice. White Paper. Autism CRC: Brisbane, Australia.

Related project

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

The REBAS project set out to understand educational strengths and needs among all autistic learners in Australia, including students with complex support needs and those facing multiple forms of marginalisation.

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