Nicole Richardson has four children, two of whom are Autism Spectrum Disorder (ASD)Richardson, 40, is also a teacher and has spent years observing students who need extra help, what they need to do in class and how the school is trying to accommodate them. I’ve been thinking.
The Queensland woman remembers putting two and two together when it came to her children and their final diagnosis. After returning home, he explains that he has become “sensory overloaded”.
“she is ultimate chameleon.”
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Her son’s autistic expression was different from that of his sister.
“Everything was unfamiliar to him and he couldn’t hide it enough, which made it all the more obvious.”
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Ri chardson remembers looking back at teacher training 20 years ago and thinking there was a “big hole” in accommodating “a very wide range of children” with different needs.
“A lot has probably changed since then,” she says. “There seems to be more diversity and differentiation woven into education in a more practical way.”
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Richardson has been involved with children throughout her life in Sunday School, youth camps, day care, pre- and after-school care programs, and as a teacher.
“I knew this model didn’t fit many of my children,” she says of her students. I thought we needed more strategies to make sure we were really checking all the boxes for our sensitive kids.”
What started as a study of strategies to help her children earn an autism diploma QUT Online After an ad for the course appeared on her Facebook feed.of Graduate Certificate in Education (Autism)is a one-year, part-time, teacher-skills degree that can be completed full-time in six months.
“My Facebook feed algorithm was just right,” she explains. “I was able to work part-time so I didn’t have to be in front of them. I was also working part-time, so taking care of my students properly became a top priority.”
“I would wake up every morning and listen to all the reading while I was out for a walk,” she explains. “I was always very organized and not very pre-prepared, but I knew my priority was learning and information and implementing it in the classroom.”
She also realized that the skills she was learning benefited neurodiverse students as well as neurotypical students.
“Visual timetables, countdown clocks…there are so many strategies out there. Some look really simple, but they’re really useful.”
Richardson has now moved to a part-time role in inclusivity.
“I support teachers in building relationships with all students – both neurotypical and neurodiverse. If we can, we need to learn more about how inclusion benefits everyone.
ABS data show that 83.7% of students with autism experience difficulties in school.
“I wouldn’t call myself a great person, I just know what’s best for my students, and generally all teachers want to know what’s best for their children.” , trying to do as much as possible.
“It can be overwhelming at times. But if all students have a positive experience in elementary school, they can achieve amazing things. With community, we have better outcomes for everyone.”
It’s about all parents, teachers, and professionals working together to create the best possible scenario for every child.
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