STEPS For The Future is a computer game created by James Cook University students working in partnership with Region 22 National Disability Coordination Officer (NDCO). The game was created to provide an engaging format to convey positive messages to young people experiencing disability or other barriers to achieving their study and employment goals.

Parent and autism groups say Georgina is among a growing number of students who are not adequately supported in their education by the (VIC) state government.

This project identifies ways to improve learning outcomes of students with disabilities enrolled in mainstream classes in the early, middle and post-compulsory years of schooling. The focus is on the activities, interactions and materials that make classroom practice inclusive and that lead to improved outcomes for all students. Attention was also directed to the professional development need of teachers so that they acquire the knowledge and skills to implement inclusive classroom practices.

Transition from school to the various other life options, can be daunting and quite challenging for most young people, as it tends to move people from a familiar to unfamiliar environment. However, for young people with disabilities there is more often than not, a greater level of complexity and difficulties associated with such change. The young person with a disability is part of a family and community and we should use the strengths and resilience of those relationships to support them to plan for their future.

This study investigated the opportunities and barriers that currently exist for cross-portfolio support for students with disabilities and their families at school sites. Many respondents provided an example of successful collaboration that had resulted in improved service provision. These examples ranged from work placement opportunities for school leavers to a joint hospital/school project to provide occupational therapy for preschoolers.

The resource guides teachers on practical ways of coping with children who have particular difficulties in learning. The Guide can be used as a study book on its own or as a guide
for groups of teachers studying together. It should help teachers who already have children with ‘special needs’ in their classes. It will also assist teachers who have limited experience of such children but who want to learn more.