Specialised Learning Program (SLP) for students with Autism Spectrum Disorder (ASD) provide individualised, *neurodiversity-affirming support to foster learning, engagement, academic achievement, and the development of adaptive skills. The program targets **autistic students at risk of significant negative outcomes, such as school disengagement, underachievement, or difficulty accessing the skills needed for daily life. SLP’s aim to address ***barriers to learning and engagement, offering high-level support based on individualised plans. Plans focus on building organisational skills, social cognition, positive peer relationships, and emotional self-regulation, helping students achieve positive outcomes. In dedicated SLP homerooms, trained teachers and education assistants use evidence-based approaches with students while also supporting staff in general learning environments. This ensures students receive consistent strategies and support across their school setting. Enrolment in a SLP requires an autism diagnosis. The program supports each autistic student as a unique individual, aligning with current best practice guidelines. They strive to deliver neurodiverse-affirming, individualised support in accordance with the National Guideline: For supporting the learning, participation, and wellbeing of autistic children and their families in Australia (Autism CRC, 2022). SLP environments nurture and support autistic students’ learning and school experience by recognising their individual strengths, challenges, interests, and identity. They aim to address learning and engagement barriers, supporting autistic learners to meet their potential and achieve positive school outcomes without seeking to reduce or cure autistic identity.
Diagnostic criteria for ASD
To be eligible for an SLP program, students must have a formal diagnosis of Autism Spectrum Disorder (ASD) without an intellectual disability.
At North Mandurah Primary School, we have three multi-aged homerooms:
Lower (A3) – Year 1 and 2
Junior (B5) – Year 3 and 4
Senior (D2) – Year 5 and 6
*Neurodiversity affirming means: ‘Practices that seek to affirm the child’s neurodivergent identity. In the context of autism, this term refers to providing supports that embrace each child’s unique understanding of other people and the world around them, without seeking to cure autism. (CRC, 2022)’
**The Department acknowledges that language varies amongst the autistic community. In our published materials and other work, we use the term ‘autistic person’, ‘person with autism’ or ‘person on the autism spectrum’ recognising that there is no one way that suits all people.
*** Barriers aligns to the social model of disability and reflects the impact of external social and environmental factors on autistic students.
The Specialised Learning Program for Autism (SLP-A) is managed in collaboration with the Principal, Kendall Lange, and the Program Coordinator, Wendy Tregenza.
A3 – The Year 1 to 2 homeroom is supported by a specialised teacher and three to four special needs education assistants. This environment provides intensive, targeted teaching strategies to enhance students’ skills for greater participation, independence, and success in mainstream settings. Kindergarten students attend 15 hours per week in morning sessions from Monday to Friday 8.50am – 12.00pm, while Pre-Primary students participate in the program with a gradual transition into their mainstream Pre-Primary class each day from 8:50 am to 3:00 pm.
B5 – The Year 3 to 4 homeroom is led by a specialised teacher with support from three special needs education assistants. This space offers explicit teaching strategies and engaging, hands-on activities that help students build academic skills while supporting development in areas such as communication, self-regulation, peer interaction, and organisation. As part of their weekly timetable, students also spend time in their mainstream classes to broaden their school experience and connections.
D2 – The Year 5 to 6 homeroom offers a supportive environment with a specialised teacher and two special needs education assistants. This room provides structured, explicit teaching strategies designed to engage students in learning, strengthen academic skills, and foster growth in areas such as communication, self-regulation, peer interactions, and executive functioning. Students in this class also transition to mainstream classes to support their readiness for high school.
For more information regarding eligibility, please click on the following links:
If you would like more information or would like an Expression of Interest Form sent to you, please contact the Program Coordinator, Jo Sadler, on 08 9586 0800 or jo.sadler@education.wa.edu.au.
