Autism-Specific Early Learning and Care Centre (ASELCC)

• children aged from 2 years to 6 years old with a diagnosis of autism
• please note in South Australia it is legislated that children must be at school by their 6^th birthday
• once children start attending school, they can no longer attend the ASELCC
• some children may be eligible to attend a special school or special unit/class. Enrolments into these options in a needs-based process and is not guaranteed to all students. Our Early Childhood Teacher supports eligible families with this process.

For more information about school click here.

The Daphne Street ASELCC actively participates in research projects aimed at discovering the best ways to support young children with autism in achieving their goals.

Currently, the Daphne Street ASELCC is involved in the following projects:

• Supporting Best Practice in the Assessment and Treatment of Minimally Verbal Children with Autism
• Study of an Early Intervention Program for Autism Spectrum Disorders: Clinical Outcomes and Associated Predictors to Determine Homogeneous Sub-Types
• Transition to Primary School: Stakeholder Perspectives on School Readiness, Positive School Entry, and Participation
• Child and Family Outcome Strategy by the Department of Social Services

The Daphne Street ASELCC has also contributed to a wide range of research papers and conference presentations.

The autism-specific curriculum incorporates the evidence-based SCERTS® Model, Guidelines for Good Practice (Prior and Roberts 2012) and Early Years Learning Framework (National Quality Framework for Early Childhood Education and Care).

The SCERTS® model is a comprehensive, multi-disciplinary approach to enhancing communication and social-emotional abilities of children with autism. SCERTS® stands for Social Communication, Emotional Regulation and Transactional Support and includes regular assessment, individualised education plan with goal setting and is implemented in a naturalistic environment (long day care)

The “Early Intervention for children with autism spectrum disorders: Guidelines for Good Practice” (Prior and Roberts 2012) focus on interventions for children under seven years old. The guidelines highlight key elements of effective interventions for children with autism including highly supportive teaching environments, generalisation strategies, predictability and routine, functional approach to challenging behaviours, support to transition to school, family involvement, visual supports, and a multi-disciplinary approach.