Presentations
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Please note: All presentation materials remain the intellectual property of the respective authors and are provided to 2026 AASE Conference delegates for personal and educational use only. Please respect the authors’ work by not copying, reproducing, sharing or publishing the presentations, images or data without their prior permission. Where information is referenced, appropriate acknowledgement of the author and original source should be provided.
2026 Conference Presentations
THURSDAY, 3 SEPTEMBER
What will the audience gain or learn from attending this presentation?
The audience of this session will gain an insight of the implementation of the Autism Queensland School highly personalised Distance Education program supporting autistic students to re-engage with learning. The presentation will identify how the AQ School universal supports and personalised adjustments evident within the on-person campuses have been incorporated into digital learning. The presentation will highlight the engagement of students, families and the AQ School interdisciplinary team to build and adjust a program that supports individual students’ engagement with learning and with each other.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
The Autism Queensland mission to support autistic individuals with a life of participation, opportunity and choice is evident within the AQ School DE program. AQ committed to exploring the provision of a highly personalised educational program for autistic students who were unable to physically or geographically attend our face-to-face campus programs. This commitment saw the expansion of the AQ School into further regional areas and the development and implementation of the AQ School DE program. This program is delivered within a highly adjusted online learning environment and demonstrates innovation, responsiveness, and solution focused planning. It is relevant to those interested in increasing the participation of neurodiverse students within online and or flexible school environments.
What will the audience gain or learn from attending this presentation?
To explore opportunities for delegates to provide environments of supported risk-taking in building educator capacity. (The session will explore use of innovative virtual reality technologies to allow educators to practice new strategies and experience feared situations in controlled environments. Through developed simulations, educators are able to confront discomfort, build stored responses, and explore the cause and effect of a variety of strategies to address complex situations without the risk of real-life consequences.)
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
To make connections between innovation and courageous educator practice that have the potential to support students with additional learning needs across metropolitan, regional, rural, and remote contexts. (This session will provide exposure to technologies that can remove barriers to educator efficacy, provide access to quality professional learning regardless of geographical context, and encourage a pedagogy of courage. Future applications of the technology will be explored for the potential to support teaching and non-teaching staff in negotiating the complexity of student support.)
What will the audience gain or learn from attending this presentation?
To explore opportunities for delegates to provide environments of supported risk-taking in building educator capacity. (The session will explore use of innovative virtual reality technologies to allow educators to practice new strategies and experience feared situations in controlled environments. Through developed simulations, educators are able to confront discomfort, build stored responses, and explore the cause and effect of a variety of strategies to address complex situations without the risk of real-life consequences.)
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
To make connections between innovation and courageous educator practice that have the potential to support students with additional learning needs across metropolitan, regional, rural, and remote contexts. (This session will provide exposure to technologies that can remove barriers to educator efficacy, provide access to quality professional learning regardless of geographical context, and encourage a pedagogy of courage. Future applications of the technology will be explored for the potential to support teaching and non-teaching staff in negotiating the complexity of student support.)
What will the audience gain or learn from attending this presentation?
The audience will gain a unique model of inclusion that builds the capacity of all teachers and shifts the responsibility from a few to many. It is transferable to most settings, and focusses on resourcing being the catalyst for systemic change. It is a supportive way to increase the support students receive in class, and allow for the upskilling of everyone. You should be able to scale down or up the model for your own setting.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
The audience would leave with a clear sense that the model implemented at Corinda SHS is complex and multi-layered, built on the principle of gradual release of responsibility so that inclusion becomes the work of the whole staff, not a specialised few. Inclusion at scale is possible, but only if you redesign the system, from timetables to staffing structures to planning routines, and if co-teaching is de-privatised and normalised so specialist expertise moves from pull-out and patch-up to embedded, side-by-side teaching where inclusion happens in the room, not in the corridor. It is our position that Universal Design for Learning is not theory but operational practice, made real when teams co-plan and co-teach, when differentiation becomes a shared craft, and when adjustments stop being reactive paperwork and instead become ordinary, expected pedagogy. The journey highlights that such transformation is logistical, cultural, and sustained over years, yet yields tangible gains in student engagement, confidence, and achievement, while strengthening teacher capability, collective efficacy, and shared ownership, offering a scalable, research-informed blueprint for large schools seeking to build inclusive futures with educators, families, and communities woven into a single, coherent system.
What will the audience gain or learn from attending this presentation?
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
What will the audience gain or learn from attending this presentation?
The aim of the presentation is to develop the audience understanding of the major components of Structured Teaching which are physical organization and visual boundaries, schedules, work systems, routines, and task organization.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
The presentation is relevant to ‘beyond boundaries’ because once structured teaching is implemented students become more engaged, more independent, less anxious and will reach their full potential.
What will the audience gain or learn from attending this presentation?
By attending this presentation, delegates will gain practical, transferable insight into how digital assessment tools can be designed to genuinely strengthen inclusive practice rather than add to administrative burden. They will leave with a deeper understanding of how real‑time, curriculum‑aligned data collection, accessible to all staff, can improve consistency, continuity, and ecological validity of assessment for students with disability and diverse learning needs. Delegates will also take away concrete strategies for reducing documentation load, enhancing IEP accuracy, and improving transitions through streamlined evidence‑gathering systems. Importantly, they will come away with an evidence‑informed model that can be adapted to their own school contexts, demonstrating how inclusive assessment can be embedded systemically, sustainably, and in ways that reconnect educators with purposeful teaching and meaningful relationships with students.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
This presentation is directly relevant to implementation because it showcases a practical, school‑based model that moves inclusive assessment beyond the traditional boundaries of paper systems, isolated classrooms, and individual staff practices. My Achievement Portfolio (MAP) demonstrates how digital tools can be embedded across a whole secondary school to improve consistency, reduce administrative load, and support curriculum‑aligned assessment for students with disability. The approach pushes beyond conventional limits by enabling real‑time evidence collection across diverse settings including mainstream classrooms, Education Support programs, community‑based learning, life skills environments, and vocational pathways. Delegates will see how MAP has been successfully implemented at Atwell College as a scalable, sustainable system that enhances documentation, supports continuity of learning, and strengthens transitions. This makes the presentation highly relevant for schools seeking to move beyond structural, administrative, and cultural barriers to inclusive education in both primary and secondary settings.
Sofia Mavropoulou
Queensland University of Technology
Bridging research and inclusive practice: Stories and conversations as scaffolds for autistic children’s social understanding
What will the audience gain or learn from attending this presentation?
Delegates will gain practical, evidence-informed strategies for building and sustaining collaborative partnerships that strengthen consent education for students with disability. They will learn how interdisciplinary expertise can enhance curriculum design, support communication diversity, and improve relational safety and learning outcomes. The session will equip educators with concrete examples of how to integrate allied health, family knowledge, and lived experience expertise into classroom practice. Attendees will leave with a clearer understanding of how collaborative approaches can transform both pedagogy and student engagement in consent education.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
This presentation embodies the conference theme by demonstrating how cross-sector collaboration breaks down systemic, professional, and pedagogical boundaries that often limit inclusive consent education. It illustrates how partnerships between educators, allied health professionals, and lived experience experts can create more responsive and contextually attuned approaches that better meet the needs of students with disability. By highlighting the transformative potential of shared expertise, the session shows how collaborative practice can move schools beyond traditional silos and towards more holistic, relational models of support. In doing so, it offers a practical example of what it means to work “beyond boundaries” in real educational settings.
FRIDAY, 4 SEPTEMBER
What will the audience gain or learn from attending this presentation?
Attendees will gain practical insights into flexible learning structures and differentiated teaching strategies that promote meaningful inclusion for all students. The presentation will highlight how building relational capacity within the school community strengthens student engagement and supports overall wellbeing. Delegates will also explore actionable approaches to overcoming challenges and sustaining equity-focused educational transformation in diverse and complex learning environments.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
This presentation is highly relevant to the implementation of inclusive educational practices within a complex and diverse community setting, specifically within FOE 199 in Western Sydney. It demonstrates how Willmot Primary School has moved beyond traditional boundaries by radically changing its school structure to better meet the unique emotional, social, and academic needs of its students. Through adopting trauma-informed and flexible teaching approaches, the school has not only improved student engagement and wellbeing but also positively impacted the broader life outcomes for students and their community. This transformative journey exemplifies the conference theme ‘Beyond Boundaries’ by showcasing practical strategies that challenge conventional models and promote equity and inclusion in a challenging educational environment.
What will the audience gain or learn from attending this presentation?
Delegates will gain practical, evidence-informed strategies for building and sustaining collaborative partnerships that strengthen consent education for students with disability. They will learn how interdisciplinary expertise can enhance curriculum design, support communication diversity, and improve relational safety and learning outcomes. The session will equip educators with concrete examples of how to integrate allied health, family knowledge, and lived experience expertise into classroom practice. Attendees will leave with a clearer understanding of how collaborative approaches can transform both pedagogy and student engagement in consent education.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
This presentation embodies the conference theme by demonstrating how cross-sector collaboration breaks down systemic, professional, and pedagogical boundaries that often limit inclusive consent education. It illustrates how partnerships between educators, allied health professionals, and lived experience experts can create more responsive and contextually attuned approaches that better meet the needs of students with disability. By highlighting the transformative potential of shared expertise, the session shows how collaborative practice can move schools beyond traditional silos and towards more holistic, relational models of support. In doing so, it offers a practical example of what it means to work “beyond boundaries” in real educational settings.
Tanya Martin
Innisfail State College
Great Expectations – Creating Pathways for Students
What will the audience gain or learn from attending this presentation?
The aim of the presentation is to develop the audience understanding of the major components of Structured Teaching which are physical organization and visual boundaries, schedules, work systems, routines, and task organization.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
The presentation is relevant to ‘beyond boundaries’ because once structured teaching is implemented students become more engaged, more independent, less anxious and will reach their full potential.
What will the audience gain or learn from attending this presentation?
The aim of the presentation is to develop the audience understanding of the major components of Structured Teaching which are physical organization and visual boundaries, schedules, work systems, routines, and task organization.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
The presentation is relevant to ‘beyond boundaries’ because once structured teaching is implemented students become more engaged, more independent, less anxious and will reach their full potential.
What will the audience gain or learn from attending this presentation?
The aim of the presentation is to develop the audience understanding of the major components of Structured Teaching which are physical organization and visual boundaries, schedules, work systems, routines, and task organization.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
The presentation is relevant to ‘beyond boundaries’ because once structured teaching is implemented students become more engaged, more independent, less anxious and will reach their full potential.
What will the audience gain or learn from attending this presentation?
The aim of the presentation is to develop the audience understanding of the major components of Structured Teaching which are physical organization and visual boundaries, schedules, work systems, routines, and task organization.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
The presentation is relevant to ‘beyond boundaries’ because once structured teaching is implemented students become more engaged, more independent, less anxious and will reach their full potential.
What will the audience gain or learn from attending this presentation?
The aim of the presentation is to develop the audience understanding of the major components of Structured Teaching which are physical organization and visual boundaries, schedules, work systems, routines, and task organization.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
The presentation is relevant to ‘beyond boundaries’ because once structured teaching is implemented students become more engaged, more independent, less anxious and will reach their full potential.
What will the audience gain or learn from attending this presentation?
The aim of the presentation is to develop the audience understanding of the major components of Structured Teaching which are physical organization and visual boundaries, schedules, work systems, routines, and task organization.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
The presentation is relevant to ‘beyond boundaries’ because once structured teaching is implemented students become more engaged, more independent, less anxious and will reach their full potential.
What will the audience gain or learn from attending this presentation?
The aim of the presentation is to develop the audience understanding of the major components of Structured Teaching which are physical organization and visual boundaries, schedules, work systems, routines, and task organization.
How is your presentation relevant to implementation and the theme of 'beyond boundaries', and in what setting?
The presentation is relevant to ‘beyond boundaries’ because once structured teaching is implemented students become more engaged, more independent, less anxious and will reach their full potential.