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