The transition from primary to secondary school, encompassing the pre-, during-, and post-transition stages, often poses significant challenges for students on the autism spectrum. This critical period has garnered growing research attention; however, the perspectives of Australian parents on the support their autistic children receive post-transition remain largely unexplored. Underpinned by a transcendental phenomenological epistemology and Kohler’s Taxonomy for Transition Programming, we explored Australian parents’ perspectives on the support being provided to their children on the autism spectrum and how these students experience this post-transition period. Four parents of high-school-aged children on the autism spectrum participated in interviews, conducted online via Zoom. A deductive content analysis of parents’ insights revealed overwhelming dissatisfaction with the post-transition support provided to their children on the autism spectrum, particularly surrounding home–school collaboration practices and the utilisation of personalised learning. The findings contribute a much-needed Australian perspective to the limited body of research focused on sustaining support for students on the autism spectrum beyond the initial transition to secondary school.

Students’ interfering behaviour is a common concern among educators working in special and general education classrooms. Interfering behaviour can significantly compromise students’ educational experiences and educators’ ability to create a conducive learning environment. Evidence-based assessments and interventions for interfering behaviour in the classroom involve identifying the variables in the student’s immediate environment influencing these behaviours. There has been little to no dissemination of evidence-based assessments for classroom management in developing nations such as South Africa and Vietnam. In the current study, we used a single-case design to assess the effectiveness and acceptability of behavioural skills training (BST) in teaching educators from South Africa and Vietnam how to assess students’ interfering behaviour in the classroom. The training was divided into four phases, with the different steps involved in teaching participants how to assess interfering behaviour. All participants successfully acquired the trained skills and demonstrated a shift in their explanation of the causes of interfering behaviour.

In current Australian practice, higher education institutions provide access to reasonable adjustments for disabled students to support equitable access to learning. Although these practices can support access to learning, there are many barriers for students, including the requirement to disclose their disability, an administrative and advocacy burden, and variable implementation outcomes. In contrast, a Universal Design for Learning (UDL) approach reduces the individual student demand. It provides learning environments that are, by design, accessible, free of barriers, and appropriately challenging for all learners. In the present study, we conducted an anonymous online survey regarding the UDL practices used by academic teaching staff at a regional Australian university. In total, 113 respondents completed the 20-question survey, which included closed-response and open-text questions. The survey explored academic awareness and implementation of UDL in their teaching practice, and open-text questions were used to elicit their perspectives on UDL. Among other findings in the closed-response questions, there was a large discrepancy in the consistent implementation of UDL in practice, in which 50% of academics reportedly did not intentionally incorporate it. Results from the open-text questions revealed four key challenges academics encountered in implementing UDL: resources and time constraints, knowledge and awareness, institutional barriers, and implementation challenges.

In this study, we draw on an analysis of publicly available information from university websites and Google Scholar to explore the qualifications, relevant experience, and scholarship of academics involved in postgraduate special/inclusive education courses in Australian universities. Overall, we found information on 148 academics employed at 23 universities, of whom 124 were teaching a unit or units with content relevant to the education of students with disability. Of these, 23% were described as having a qualification in special or inclusive education, 20% were described as having experience in a setting relevant to people with disability, and 51% had evidence of scholarship in special or inclusive education. These results are a cause for some concern and suggest staffing of special/inclusive education courses is not always ideal, with many academics apparently teaching out of their area of expertise.