Our Model

Our curriculum is developed to ensure that each child has access
to planned, targeted learning opportunities.

Our curriculum is informed by the following:

Early Years Learning Framework

The Early Years Learning Framework (EYLF) forms the policies around Early Childhood Education in Australia.  It has been developed collaboratively by the Australian and State and Territory Governments with substantial input from the early childhood sector and early childhood academics.  It consists of three parts, principals, practices and outcomes, and shapes the way that Early Childhood Teachers and Educators guide and facilitate children’s learning.

Autism Best Practice Guidelines

These guidelines were published by the Australian Department of Health and authored by Jacqui Roberts and Margot Prior.  They outline interventions that are evidenced based and safe, and therefore are recommended for use with children with ASD.  Our staff work within these guidelines to use intervention techniques that are efficacious and well-researched.

Classroom Goals

Each classroom has their own set of group goals that all of the children are working towards.  These goals are based around child development, and incorporate elements from domains such as emotional regulation, social skills, language, cognition, gross and fine motor, imitation, play skills, feeding, and toileting.  Teachers use these goals to ensure that all planned activities fall within a targeted learning domain.

Individual Plans

When planning learning activities, teachers ensure that each child’s IP goals are incorporated into learning tasks.  This incorporation ensures that each child’s goals are worked on multiple times per day and in group and individual settings.

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Using Photos and Visuals

You will notice that we use many photos and picture symbols as part of the ASELCC program.  These images are used to help the children know where they are supposed to be, and what they are supposed to be doing, as well as giving them warning about things that are coming up.

Visual supports are very useful for children with autism and other developmental delays and we use to support a range of skills.  We take lots of photographs of the children to use in a variety of ways around the centre, including social stories and visual supports.

We will not allow any photo of your child to be published outside the centre without your consent.

We are able to help you make visual supports for use at home or your child’s other educational placements.  Your child’s key worker can help with this.

Working with Other Teams

Our service at ASELCC is a supplementary service, which means that your child should not be discharged from the teams they are currently working with while enrolled in our service, unless you choose for this to happen.

These teams are commonly:

  • Early Childhood Intervention Service (ECIS);
  • Community health professionals (such as Speech Pathologists, Occupational Therapists, Physiotherapists and Psychologists);
  • Schools;
  • Other Childcare Centres.
  • Your key worker will liaise with these teams or individuals to make sure that they are able to attend any IP meetings, that intervention strategies are shared across services, and that behavioural supports remain constant between settings.

    We encourage you to consent to these staff having access to your child’s Educa profile.  We have regular meetings with staff from these organisations and aim to deliver care in a holistic and coordinated manner.