Autism-Specific Early Learning and Care Centre (ASELCC)

• Please call 08 8269 8688 or email [email protected].
• One of our friendly staff members will then take some details and add you to our waitlist.
• Once a place becomes available, we will organise a show through of our centre and provide you with an enrolment pack.
• Once enrolled, your family will be invited to two “play and stay” sessions and an intake assessment.
• During the “play and stay” sessions, you and your child will have the opportunity to meet the staff who will be supporting your child and your child will have the opportunity to play and explore the environment with you before commencing for a full day.
• Our fees include: Child Care, Group-Therapy (NDIS) and Assessment (NDIS). Please call 08 8269 8688 for more information on our fees and to organise a quote.
• Siblings without a diagnosis with autism may attend our co-located mainstream Daphne Street Child Care Centre, please advise us when enquiring if this is desired so a waiting list application can be made for the mainstream centre.

• 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: https://www.sa.gov.au/topics/education-and-learning/schools/school-life/starting-primary-school

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

The Daphne Street ASELCC are regular participants in research projects which address a number of topics including working towards the best ways to support young children with autism achieve their goals.

The Daphne Street ASELCC are currently participating in the following projects:

• ‘Supporting Best Practice in the Assessment and Treatment of Minimally Verbal Children with Autism’
• ‘Study of an early intervention program from Autism Spectrum Disorders: Clinical outcomes and associated predictors to determine homogeneous sub-types’
• ‘Transition to Primary School: Stakeholder Perspectives: School Readiness, Positive School Entry and Participation’
• ‘Child and Family Outcome Strategy’ Department of Social Services

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