Empowering Inclusion: Nurturing Play and Communication for Autistic and Neurodivergent Children

In recent years, the landscape of early childhood education has seen significant evolution, especially for children who are autistic or neurodivergent. This evolution has been driven by enhanced access to information, evidence-based practices, and a dedicated effort towards inclusive education.

C&K was delighted to invite Amber McGregor (second from right) to the stage during C&K Conference 2024.

In this article, we explore the insights and experiences shared in a recent interview with Amber McGregor, Autism Queensland’s General Manager of Consultancy & Learning, highlighting the importance of creating inclusive learning environments and the roles educators and parents play in this journey.

The Evolution of Inclusion

Over the past two decades, the field of early childhood education has witnessed a remarkable transformation. There has been a significant increase in access to informed research and best practices for autistic and neurodivergent children. This information is now more readily available, allowing educators to provide inclusive and engaging experiences for every child.

“One of the pivotal shifts has been the introduction of frameworks like the Early Years Learning Framework, which acknowledges the diversity of children in early education settings,” said Amber. “These frameworks emphasise the need for systemic change, ensuring that inclusion is both physical and psychological, allowing every child to engage and achieve,” says Amber.

Elements of the Early Years Learning Framework

Diagram 1 This diagram shows the integrated connections of the Vision, Principles, Practices and Learning Outcomes that centre on children’s learning, development and wellbeing. Belonging, Being and Becoming overlap all these elements.

The Role of Autism Queensland in Early Years

Autism Queensland is one of Australia’s oldest and most experienced providers of autism-specific education and therapy services, proudly supporting Queenslanders of all ages, their families and communities since 1967. The organisation has played a key role in supporting early education through programs that focus on nurturing play and communication. They believe that every child should have access to play-based learning, which is fundamental to development. This involves creating environments where communication and play are accessible through interactions with peers and adults, allowing every mode of communication to be acknowledged and supported.

This inclusive approach is crucial in providing children with the opportunity to thrive and develop their social skills. By nurturing both play and communication, educators can create rich experiences that enable children to flourish.

Collaboration: The key to success for Autistic and Neurodivergent Children

A child's education is most successful when there is a collaborative effort between educators, parents, and other stakeholders. C&K and organisations such as Autism Queensland emphasises that the child should always be at the centre of this collaboration. Amber recommends “By working together as a team, educators and parents can create a plan that supports the child's unique needs, leveraging the strengths of each party involved.”

Engaging in open and empathetic communication with families and being strength-focused in conversations can lead to successful partnerships. It's important to appreciate the family’s perspective and focus on the child's strengths, interests, and needs rather than their challenges.

How can educators be more inclusive for Autistic and Neurodivergent Children?

An educators behaviour has a significant link to a child’s achievement. In collaboration with the Department of Education, Autism Queensland has developed a number of tips Neurodiversity-Affirming Practices in the Early Years.

These include:

• Prioritising authentic connection and positive regard for all children.
• Respecting and responding to all communication methods, learning styles, play preferences and emotions.
• Ongoing evaluation of inclusive practices.
• Being open to learning from a range of information sources through ongoing learning and reflective practice (AGDE; EYLF 2022)
• Listening to neurodivergent voices and their families.
• Prioritising the emotional wellbeing and safety of all children.
• Encouraging authentic peer connections.
• Use of strengths-based language when talking with and about all children.

Looking to the Future

The future of early childhood education for autistic and neurodivergent children is promising. We are on the cusp of significant breakthroughs, with a strong movement towards systemic change that supports inclusive practices. The conversations and collaborations happening today promise a more inclusive environment where every child can achieve their potential.

By continuing to focus on inclusion, investing in educator training, and fostering strong partnerships with parents, we can ensure a better start for every child.

For more information on professional development, parent education, or other learning opportunities with Autism Queensland, visit https://autismqld.com.au/services or call 07 3273 0000.