A new purpose-built, autism-specific primary school for up to 72 students on the autism spectrum from Kindergarten to Year 6 has opened, helping meet a growing demand for special needs students amid Western Sydney’s population boom.
According to state government data, Western Sydney comprises over a quarter of the NSW population, making it one of the state’s most rapidly expanding regions. Coupled with estimates that more than 1 in 40 Australians are on the Autism spectrum, this growth is driving a significant increase in demand for specialised services, including education.
Located in Gables, a growing suburb in Sydney’s north-west, Aspect Hills Shire School features 12 autism-friendly classrooms, a multi-purpose hall, a sensory outdoor area, life skills kitchen, technology room and library, all designed to nurture engagement, independence and optimal learning.
Below, The Educator speaks to Shane Morris, Principal of Aspect Hills Shire School, about supporting staff, engaging families, challenging misconceptions, and measuring success in autism-specific education.
TE: What strategies have you implemented to ensure the school’s staff are well-equipped to effectively support autistic students?
At Aspect Hills Shire School, we are committed to supporting Autistic students through targeted teaching strategies based on an evidence-informed approach. Our collaboration with the Aspect Research Centre for Autism Practice (ARCAP) ensures our teaching methods are backed by evidence, shaping best-practice strategies for autism-specific education. One practice making a significant impact is The Zones of Regulation, a proven framework that helps teachers enhance Autistic students emotional regulation and social skill development.
In the past six months, we have recruited 19 experienced staff, each bringing expertise in early childhood, special education and mainstream settings. Our specialised onboarding program ensures consistency in high-quality teaching and professional development modules support every teacher’s understanding of autism when they commence working in an Aspect school. We deliver the NSW curriculum, personalising learning by adapting it to each student’s strengths and leveraging their special interests to promote motivation and success.
Ongoing professional development remains a priority, with staff undertaking 15 days of training in 2025 to continually refine their expertise. Our focus is on delivering high-quality teaching, promoting student wellbeing, building strong parent and community engagement.
TE: Can you talk us through how you will collaborate with parents and carers to ensure continuity of learning and support at home?
When a student begins at an Aspect school an Individual Learning Plan (ILP) is created, in collaboration with parents, the student, therapists and teachers. Twice a year, we re-group to co-plan, co-design and co-reflect on a student’s ILP, ensuring shared goals in education, wellbeing and social-emotional development. Our partnership approach ensures that there is alignment between student therapy goals and learning - bridging home, school and community to benefit the student and help them thrive across all areas of their life.
To further enhance continuity of learning and support, Aspect therapists provide in-class Occupational and Speech Therapy, reinforcing strategies that can be applied at home. Additionally, we maintain consistent communication, providing progress updates every 2-3 weeks to keep families informed. This collaborative approach ensures students receive seamless support across all environments.
TE: What are some common misconceptions about autism-specific education that you believe need to be challenged?
A common misconception about autism-specific education is that students on the autism spectrum cannot achieve high learning outcomes or integrate into the community like their neurotypical peers. We strongly believe that, with the right support, our students can thrive academically, socially, and personally. At Aspect Schools, many students successfully transition to mainstream education during their primary years. Beyond school, they have the opportunity to pursue vocational education, university, or programs of their choice, leading to meaningful careers and contributions to society.
Challenging these misconceptions is essential to ensuring that Autistic students are recognised for their potential and provided with the resources they need to succeed in school and beyond.
TE: What are your long-term goals for Aspect Hills Shire School, and how do you measure success in an autism-specific education setting?
By 2027 Aspect Hills Shire School (K-6) will support 72 students on the autism spectrum and employ 30 staff. We will continue building strong community connections, ensuring families feel a deep sense of belonging. Success is measured through our Three Pillars: Empowering Every Mind with individualised support, Embracing Every Difference by celebrating diversity, and Encouraging Growth Together through collaboration. With a commitment to inspiring and valuing every student, we strive to create a transformative, inclusive learning environment.
Our long-term vision is to expand our successful satellite class program, an autism-specific classroom run by Aspect within the grounds of a mainstream school. Boosting satellite partnerships with local schools will enable us to broaden our impact and ensure greater access to autism-specific education for families in the Hills District and beyond.