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Iva Strnadov�is a Professor in Special Education and Disability Studies at the University of New South Wales in Sydney, Australia. Her research aims to contribute to better understanding and the improvement of the life experiences of people with disabilities, especially people with intellectual disabilities. Combining research with advocacy is essential in her research program, which builds on supporting the self-determination (including self-advocacy) of people with intellectual disabilities, and is grounded in an innovative inclusive research approach, in which people with intellectual disabilities are included in the role of researcher.

She has a particular research interest in the well-being of people with developmental disabilities (intellectual disabilities and autism) and their families over the life span, diverse transitions in the lives of people with disabilities (particularly intellectual disabilities and autism); girls and women with intellectual disabilities; parents with intellectual disabilities; people with profound intellectual and multiple disabilities, and inclusive research.

Dr Joanne Danker��is a lecturer in Special Education in the School of Education at the University of New South Wales. Her research interests include the well-being of students with developmental disabilities (i.e., autism spectrum and intellectual disabilities), inclusive and special education, and engaging individuals with disabilities in research using participatory research approaches. She is particularly interested in using innovative arts-based research approaches such as Photovoice to enable the authentic voices of the often silenced and marginalised children with disabilities to be heard.

Karen-Maia Jackaman��is a dedicated education leader with 30 years of experience spanning classroom teaching, school leadership, and system-wide policy development. She currently serves as Deputy Principal at a Sydney high school, where she applies her extensive expertise in inclusive education practices. From 2021 to 2024, Karen-Maia held the position of Project Coordinator in the NSW Department of Education's Disability Strategy Team, where she led the development of key resources to support the implementation of the Inclusive Education policy, including a suite of resources on evidence-based practices for students with disability.�� Karen-Maia holds a Master of Education in Special Education from �������� and was honoured with the 2023 Institute of Special Educators (InSpEd) Postgraduate Student Award. Her academic background also includes a Master of Commerce and a Bachelor of Arts/Bachelor of Education, with teaching methods in English and English as a second language. Beyond her school leadership role, Karen-Maia contributes to educational research with a focus on supporting students with intellectual disability as part of the multidisciplinary research team, GeneEQUAL. As a parent of two children with autism, she brings valuable lived experience to complement her professional expertise, offering unique insights into the practical challenges and approaches that support individuals on the autism spectrum.

Sarah Hayes��is a dedicated educator and researcher with over ten years of experience working with autistic students and students with intellectual disability. Proudly neurodivergent, Sarah draws on both lived experience and professional expertise to inform her practice. She began her career with the NSW Department of Education, teaching in mainstream and support unit settings across early childhood and primary schools.

Sarah holds a Bachelor of Education (Birth to Twelve Years) from the University of Notre Dame and a Master of Education in Special and Inclusive Education from ��������, awarded with Honours of Excellence. She currently works at �������� as a teaching and research assistant, contributing to postgraduate and undergraduate courses on autism, intellectual disability, and inclusive education.

Sarah is a proud member of the multidisciplinary research team, GeneEQUAL, and contributes to co-produced research on inclusive healthcare and rights-based education for people with intellectual disability. Her research interests include the co-production and delivery of sexuality and relationships education for students with intellectual disability and autistic students. She has collaborated on national and international projects, including Erasmus+ funded research, and has contributed to multiple peer-reviewed publications and accessible resource development for educators and health professionals.

Yes, attendance at live sessions is mandatory. While sessions may be recorded for extenuating circumstances, there are currently no plans to provide recordings as a standard practice.

While the course makes mention to supporting twice-exceptional students, it is not a specific topic covered within the modules. However, many components of the course would be applicable to support students from this population group.

All levels of teaching experience are welcome, whether you are just starting your teaching career or are an established educator. Regardless of your experience, you will be able to benefit from the exploration of various evidence-based practices, learn from the latest research and hear from people on the autism spectrum and their families.

The online modules are self-paced, offering flexibility to complete them according to your own schedule throughout the course duration. The modules will be accessible from 8am (AEST) on the date the course commences, allowing learners to engage with the material at their convenience.

Language plays a crucial role when referring to people on the autism spectrum, shaping perceptions and attitudes. Employing inclusive language respects the dignity and identity of people on the autism spectrum, acknowledging their preferences and experiences, thereby fostering understanding and mitigating stigma.

Preferred terminology varies from person to person, and we recognised there is no universal rule. Some people may prefer identity-first language (e.g., "autistic") while others may prefer person-first language (e.g., "person with autism" or “person on the autism spectrum”). It is important to know that many people on the autism spectrum find terms such as “autism spectrum disorder” or the abbreviations referring to autism such as “ASD” as dehumanising and unacceptable. It's essential to use the term preferred by the person or community whenever possible. If you are not sure of a person’s preferences, you should ask them.

It is important to use a strength-based approach when talking to and about students on the autism spectrum. This means focusing on students' strengths and what supports may require in class and whilst at school. Using terms such as ‘difficulties’ or ‘challenges’ is preferred instead of using terms such as ‘deficits’ or ‘disorders’.