19 February 2025

In this episode hear from Cathy Cook, Autism Inclusion Teacher and 2024 Public Education Award finalist, and Sue Shywolup, a former Year 3 teacher at Marryatville Primary School. Cathy shares how she fosters inclusivity for neurodiverse students by upskilling staff, introducing sensory tools, and leading the Autism Action Team. She’s built a collaborative approach involving teachers, SSOs, and families to support students’ needs. Cathy also discusses her plans to to expand initiatives with guest speakers and more student-led activities.

Show Notes

• Improving support for autistic students
• Marryatvile Primary School -  Public Education Awards

Transcript

Dale Atkinson: Hello, and welcome to Teach a Podcast about teaching and learning in South Australia. My name's Dale Atkinson from South Australia's Department for Education, and in this episode, we meet Cathy Cook, the autism inclusion teacher at Marryatville Primary School. Hello, Cathy.

Cathy Cook: Hello.

Dale Atkinson: And also, we have Sue Shywolup, who is a year three teacher at Marryatville Primary School. Hi, Sue.

Sue Shywolup: Hi.

Dale Atkinson: It’s an absolute pleasure to have you. Now, we've brought Cathy along for a couple of reasons, because she's the autism inclusion teacher and also because she's the 2024 Public Education Award finalist, or one of them, and she's making a real difference in fostering inclusivity for neurodiverse students. Cathy, What does that look like? How do you foster inclusivity for neurodiverse students?

Cathy Cook: Well, in many ways and evolving and always progressive. So at the school, what I've been able to implement throughout the last two years as the autism inclusion teacher. I've been able to upskill staff, so I ensure that they've got the pinnacle training to immerse their students in what best suits their individual needs. Also working alongside students, I might be looking at a whole range of things, whether it's incorporating peer to peer connections, building and developing some social connections, working in the classrooms for some students, or taking them out working together. But also just really being an advocate for ensuring that neurodiversity and autism's on the forefront for parents, in newsletters and also across the whole school of just being inclusive, I suppose, making sure that everyone's voice is heard.

Dale Atkinson: So how does the experience differ for a student in your class?

Cathy Cook: Well, it's not only a student in my class, it's across the whole school. So I think we need to be really making sure that that's where it evolves and that's where it's about making sure every voice and every child is heard in what they need.

So in our whole school, it's ensuring that we've got individual support that can be adjusted in supporting where those students need to access the curriculum or access breaks, maybe more so, or having different sensory tools or also looking at what's going to best engage those students in their own learning so that's, yeah, across the whole site.

Dale Atkinson: Yeah, that's an incredible thing to implement. Can you tell us a little bit about the sensory boxes in the regulation space that you've put in place in your site?

Cathy Cook: Sure, so the sensory boxes was probably one of the first initiatives that I was able to implement at the school and that was making sure that each classroom had a toolbox of focus tools, I call them, also little regulation cards, just a whole range of different materials that children could access because we're all different in what we want to use.

So some might like stretchy tools, some might like the hard Rubik's cubes, others might like something which is like a squish ball, but also the regulation cards so they can look at their emotions, where they're feeling and then upskilling the children during this time to look at what they could use. in their own toolbox.

So each class has one of those and every three or four weeks it actually gets moved on to a different classroom because each box has different tools in it. So then it's sort of invigorating and new for, you know, every few weeks we're moving it forward. So that's the first point of call of [00:03:00] what, yeah, we started doing.

Dale Atkinson: Starting is a good point. Like, how do you start this journey with the kids, with your families, with your educators?

Cathy Cook: I think, you know, a lot of it is around my passion and drive, and I have a lot of foresight in looking at what can be best for the students and how we can move that. So starting the journey really starts with me, but also starts with my Autism Action Team, who I'll talk a little bit more about later on.

And Then just implementing it. So upskilling the staff so then they can take it back to their students to learn how to use the tools, how to implement them in the classroom and just navigating the space. So, and then also sharing that with families by providing photos in the newsletter and things like that.

So, It's just, yeah, giving it, giving it a voice, putting it out there, making it be seen and making it be heard that, you know, we've got all these tools, this is what we're going to use them for. This is, you know, the, the purpose behind it and then let's just see how it goes.

Also then reviewing it. Is it working? What's working? What's the tools and focus tools that are best for you. So adapting along the way is also really crucial.

Dale Atkinson: Obviously the professional development time is precious in any school. It's incredibly well protected. How is it that this is being prioritised within Marryatville Primary School?

Cathy Cook: Probably because I've been really fortunate in my leadership that I have last year and this year have both really embraced the opportunity for me to ensure that staff have professional development in a whole range of things around autism. And so I am very fortunate that at pupil free days, I've had sessions where I've been able to upskill staff in what is autism, how can we best support children with autism, but also once a term, I also have an opportunity at staff meetings to present, share data, share survey responses and also upskill again with different professional development.

Once I've actually collected data from surveys from staff, I then know where to pinpoint target it and move forward from there. So, leadership at my side have been incredibly supportive and also quite free of letting me drive my own initiatives to where I want to go and what I think is best for the staff. So that's been really positive. I'm very fortunate to have that.

Dale Atkinson: Sounds like it's been an incredibly deliberate learning process with that group of people. Can you talk about the makeup of the Autism Action Team and how it's developed over the years?

Cathy Cook: Sure. So last year I put out a call. I asked for people to nominate if they'd like to be part of the Autism Action Team and that went out to SSO’s as well as staff. So we started with about five people last year who nominated, at the beginning of this year I also said, look we'd love staff to be involved who'd like to be part of the autism action team and we had another four teaching staff that chose to be part of it. And we had about nine SSO’s that also jumped on board this year, which has really been great to strengthen their understanding because a lot of time they're working with autistic students so it's great to have their voice.

That initiative sort of came about by looking at wanting to have a focus group that I could bounce ideas off, share ideas, also hear from their voice as well at different points. So we've got junior primary teachers and middle primary and as I said, SSO’s involved so that we can sort of have a stronger understanding of what all our students are needing.

But like minded people, people who are passionate and driven around autism will have a really good understanding or are still wanting to be part of the journey and learn along the way. That's where it sort of started, and so I meet with the Autism Action Team probably twice a term at minimum, depending on what the high focus is, it could be more, but I also email them things throughout the term so they're aware of what's happening or they can share ideas and contribute along the way.

Autism Action Teams have also helped support at presenting at pupil free days or helped support during staff meetings as well and share. So, it's been really powerful for me to have that group, core people who are really interested in autism to then build a stronger foundation for where we're going.

Dale Atkinson: What's the difference that you've noticed in student behaviour, but also educator behaviour across the last year or two?

Cathy Cook: I think, I'm not going to focus so much on the word behaviour, I'm going to focus more so on the positivity around it and how students have embraced a stronger awareness and also with staff.

So, you know, having the professional development, having the understanding that all brains are different and that's okay, has definitely been a really positive way in which the students have embraced having neurodiversity brought to the forefront of our daily learning and also ongoing. So, equally with staff, there's been lots of positive comments from staff where they've been able to say, look, you know, really loved the way that was being able to be embraced or, you know, could we do more on this?

So it's been able to, it's been an open platform for everyone to contribute, which has been really positive.

Dale Atkinson: So, Sue, how's the experience been for you?

Sue Shywolup: It's been great. Our school has had, for many years, a very strong wellbeing focus, and this is closely linked to that, and really has further developed that side of it.

I've always had a really big interest in helping those children who have anxiety and other neurodiverse conditions, autism being one of those. It's really been good to see how the children have taken that on board and really have more of an understanding of different learning styles. That's been a really big positive in the classroom to see that.

They’re more aware, they're more accepting, for most part. I mean, I've got year threes, eight and nine year olds, so things change from day to day, but they're, yeah, they're very positive and really understanding all of the different learning styles has been a really positive thing.

Dale Atkinson: Yeah, that sounds great. I mean, before we, um, came on air, you revealed that you're an educator of 40 years standing. You've been 18 years at Marryatville Primary School, which is an incredible innings. How has the teaching practice changed in that time to accommodate some of these, the understanding neurodiversity now?

Sue Shywolup: I think it's just that we've had to be a bit more fluid in how we present things. Certainly, when I think back to when I first started, it was a lot more structured, and not so much structured, but there was a set way of doing it. Whereas now, you, on some occasions, you have to change how you're presenting a lesson. Sometimes partway through the lesson, it's not always a set, it's going to follow this path, but it can divert the path quite quickly on occasions when you need to do that.

Dale Atkinson: And how has it been engaging in this type of professional learning, where you are looking at your own practice quite closely?

Sue Shywolup: Yeah, it's been really good. It's really consolidated and strengthened how I already felt and Cathy's different experiences that she's offered staff have really helped to build on that.

It's been great to have Kathy there as a sounding board when you're looking at individual children and, and their needs. So we talk to each other and other staff as well. And yeah, just to know that it's not an isolated one person managing one child. It's yeah, that's been good.

Dale Atkinson: Is there a strength in a community of practice that includes, you know, a handful of educators plus the SSOs all working together? Is that a strength for you?

Sue Shywolup: Definitely. Yeah. That's really in, in anything in education. If you've got a community around you to help support that, that's a really positive way of doing it, making those connections with parents, with all different staff, SSOs and leadership and teaching staff as well.

Dale Atkinson: And you mentioned parents there, I think they're always a critical partner in any activity, and particularly an activity where you're approaching something in a different way or thinking about something differently. Cathy. How has that experience been with the parents at Marryatville Primary School?

Cathy Cook: Well, the Marryatville Primary School parents have been engaged in a whole range of ways, and it really depends on the families and also what supports they need. So I've had some parents come and meet with me to discuss their specific child learning. I've also had other parents, you know, have come in a group setting and said, how about, you know, we look at options of what we could do, starting up a parental support group, for example.

I've also run professional development for parents. So we organized for Mark Le Messurier to come and do a parent afternoon or evening, which was an hour and a half session to sort of make them feel connected. And also they're not alone and also give them an opportunity to hear different strategies that can be provided for them.

So having a really strong family link and connection, something that I really think is pinnacle. In making a really successful relationship between teachers and peers and students. So it's a whole approach, isn't it, to make sure everyone's embraced.

Dale Atkinson: And it does take extra effort. And I think that's obviously recognized in you being put up for a finalist as the public education awards. What's been the effort to reward here for you?

Cathy Cook: Just love it. I love what I do, you know, and that's as simple as that. And I feel really fortunate that I've been able to do the autism inclusion teacher role and, you know, to see students thrive and flourish and also to see that parents feel heard and valued in what, what they're trying to do, but also seeing the growth in the staff.

The whole thing's been amazing. I just, I love the role. I'm very passionate and dedicated about building an understanding around neurodiversity and autism. And whilst I feel that I have a really good understanding, I'm driven to continuing and going further with it. with this and finding out more. So I'm continually learning myself about how I can best support through the whole process as well.

So autism inclusion teacher role has definitely been a positive impact at our site and the way in which our staff have embraced it, taken things on board. I just really risk takers in trying new things or asking questions. Hats off to them. They've done a great job and I'm really fortunate that, um, it's been a whole community approach, so that's been great.

Dale Atkinson: And what's next?

Cathy Cook: What's next? Well, watch this space. So, look, you know, lots of things I'd like to try and do next year. And, I've already started to plan, you know, I've got Nell Harris coming to our site. So Nell Harris is an autistic and ADHD author and has written, you know, my brain is a race car and a whole series of things.

So she's coming to do a session with the whole school, so that'll be great. Also looking at strengthening more around the self regulation services that are coming out to work and link up with our school as well. Going to do not only the autism action team, but we're going to look at change champions as well, which will be another approach to that.

I'd also like to look at [00:13:00] possibilities of strengthening autistic students in getting together, whether we have an afternoon, once a term, with families connected to that. I'd like to look at that as an opportunity. Currently, I've got Lego club happening. I'd like to broaden that as well and let students have more passion and interest groups happen so we can sort of listen to different points of views.

You know, we're lucky at the moment. We've got knitting club and beads club and French club and, um, STEM club, but, you know, where else could we go? And so giving a bit of student voice and advocacy from all of our students, not only our autistic students, I'd like to sort of draw that in further, but, you know, the world's your oyster.

Let's see where this can go.

Dale Atkinson: An incredibly positive message, and given all those clubs, it sounds like a fun place to hang out. Thank you both for coming in and talking about the autism inclusion work that you're doing out at Marryatville Primary School. It's very exciting, it's excellent work, and it's wonderful to hear how you're bringing the students and the teachers and SSOs and the families together and bringing them along the journey.

It's incredibly exciting. So, well done and thank you to you both.

Sue Shywolup: Thank you.

Cathy Cook: Thanks for having us.