Our Programs

Our Front-Loading Program is equipping our students with the tools to excel in their tertiary education journey, whether in TAFE, RTO, University, or Secondary School settings. What are the advantages of front-loading? We assist participants in leveraging their existing knowledge and experiences to enhance their learning outcomes. We guide participants in setting clear goals and intentions for their upcoming academic endeavours. By front-loading, we ensure that expertise is shared with participants prior to the commencement of activities, rather than relying solely on program leaders to provide support during classroom sessions. This proactive approach sets our students up for success by empowering them with essential skills and knowledge before they even step into the classroom.

The Autism Goals Executive Functioning Support Program is meticulously crafted to bolster the academic journey of students diagnosed with Autism Spectrum Disorder (ASD). It offers tailored interventions and strategies to fortify executive functioning skills crucial for academic success, including organization, planning, time management, impulse control, and emotional regulation. Through evidence-based practices and personalized support, students with ASD are empowered to navigate their courses of study with increased efficiency and confidence. This program equips them with indispensable tools to excel academically, fostering independence and overall well-being both in educational settings and beyond.

Autism Goals' School readiness programs play a pivotal role in facilitating a smooth transition for young individuals into the primary years of their education, thereby addressing the unique needs of children on the autism spectrum. These programs are strategically designed to foster essential skills and competencies vital for academic and social success in a school environment. By providing targeted support in areas such as communication, social interaction, and emotional regulation, these initiatives empower individuals with autism to navigate the complexities of the educational setting with confidence and competence. Moreover, the structured nature of these programs helps establish routines and familiarity, mitigating potential anxieties associated with change and unfamiliar environments. As a result, participants not only acquire foundational academic skills but also develop crucial adaptive behaviours and self-management strategies essential for lifelong learning and independence. Through a comprehensive approach encompassing individualized instruction, specialized interventions, and collaborative partnerships with families and educators, Autism Goals' School readiness programs contribute significantly to the holistic development and educational attainment of young people on the autism spectrum, fostering a supportive and inclusive learning environment conducive to their overall well-being and success.

Autism Goals' Home School Support Programs have emerged as a crucial intervention for students who have struggled to manage the cognitive demands of mainstream schooling. Through the dedicated guidance and expertise of learning mentors provided by Autism Goals, students have found renewed engagement in their educational journey. These professional and qualified educators collaborate closely with students and their families to tailor the curriculum according to individual interests and strengths, thus fostering a sense of ownership and agency in their learning process. Evidence suggests that this personalized approach has yielded significant success, with many students demonstrating remarkable progress and achievement. Some have successfully reintegrated into mainstream schools, while others have pursued alternative learning pathways better suited to their needs. Central to the efficacy of this program is its emphasis on rebuilding students' self-efficacy, self-value, and self-worth as integral members of the Autism Goals Learning Community. This holistic approach not only enhances academic outcomes but also nurtures a positive sense of identity and belonging, ultimately empowering students to thrive academically and personally.

Autism Goals' transition programs, spanning from Year Six to Year Seven and from pre-school to prep, constitute integral components of comprehensive support aimed at facilitating smooth transitions for students on the autism spectrum. These programs are meticulously crafted to address the unique needs and challenges encountered during critical educational milestones. By providing targeted interventions and personalised support, Autism Goals equips students with the necessary skills and strategies to navigate the complexities of transitioning between educational levels seamlessly. Through structured orientation activities, social skill development, and individualised transition plans, students are empowered to build confidence, establish peer relationships, and adapt to new academic environments effectively. The benefits of these transition programs extend beyond academic preparedness, fostering emotional resilience, self-advocacy, and a sense of belonging within the school community. Research indicates that students who participate in such transition programs demonstrate increased academic achievement, enhanced social integration, and improved overall well-being, highlighting the significant positive impact of Autism Goals' tailored approach to transition support.

Learning mentors play a crucial role in supporting students across various educational programs, including TAFE, RTO, University, and Secondary Schools, by bolstering their executive functioning skills. These mentors provide personalised guidance and strategies to help students develop essential cognitive processes such as organisation, time management, task initiation, and self-regulation. By working closely with students, learning mentors assist them in setting realistic goals, breaking down complex tasks, and implementing effective study routines. As students refine their executive functioning skills under the guidance of mentors, they become more adept at navigating the demands of their academic programs. Ultimately, this enhanced executive functioning contributes significantly to their overall success, empowering students to achieve their academic aspirations and excel in their chosen fields of study.

Our Support Coordination service assists participants and families to understand, implement and maximise their NDIS plans in line with current NDIS Practice Standards and funding requirements. We work alongside participants to build capacity, strengthen choice and control, and ensure supports are appropriate, coordinated, and aligned with individual goals.

Support Coordination includes:

• Interpreting and implementing NDIS plans
• Connecting participants with suitable, quality-checked service providers
• Coordinating supports across health, education, disability and community systems
• Supporting transitions (school changes, funding changes, crisis periods)
• Monitoring service delivery and addressing gaps, risks or breakdowns in supports
• Assisting with reporting, evidence gathering and plan reviews
• Supporting preparation for NDIS reviews, change of circumstances, and appeals

Our approach is trauma-informed, rights-based and practical. We recognise that many families are navigating complex systems while under significant stress, and we prioritise clarity, advocacy and emotional safety in all coordination work.

We focus on:

• Building participant and family capacity to manage supports over time
• Reducing system overwhelm
• Strengthening stability, safety and consistency of supports
• Ensuring funded supports are used effectively and ethically

Autism Goals provides Support Coordination that is:

• Transparent
• Evidence-based
• Participant-led
• Compliant with NDIS pricing and operational guidelines

We do not simply link services; we help build a functional, safe, and sustainable support system around each child and family.

Our Social Work service provides professional, trauma-informed support for children, young people and families navigating complex emotional, social, educational and systemic challenges. We work alongside families to strengthen wellbeing, safety, stability and advocacy capacity, particularly where stress, burnout, conflict with systems, or crisis situations are present.

Social Work support may include:

• Emotional and psychosocial support for parents and carers
• Support for children and young people experiencing anxiety, trauma, school refusal or system-related distress
• Family support during periods of transition, conflict or crisis
• Advocacy within education, disability, health and child safety systems
• Assistance with reports, documentation and evidence for schools, NDIS and legal processes
• Capacity building around boundaries, communication and system navigation
• Support to reduce family overwhelm and isolation

Our social workers take a holistic, strengths-based approach that recognises the impact of chronic stress, trauma and systemic barriers on families raising neurodivergent children. We focus on restoring a sense of safety, control and clarity while helping families feel supported rather than judged.

Autism Goals Social Work services are:

• Trauma-informed
• Rights-based
• Child-centred and family-focused
• Aligned with NDIS and professional practice standards

We do not treat families as problems to be fixed. We support them as experts in their own lives, while standing beside them in the systems that too often feel overwhelming and unsafe.

Our Counselling service provides safe, trauma-informed therapeutic support for neurodivergent children, young people and their families. We recognise that many of the challenges our clients face are not caused by disability itself, but by ongoing stress, exclusion, misunderstanding and systemic harm.

Our counselling focuses on emotional safety, regulation, confidence and resilience within this context.

Counselling may support:

• Children and young people experiencing anxiety, distress, shutdown, school refusal or trauma
• Parents and carers experiencing burnout, grief, overwhelm or secondary trauma
• Support with emotional regulation, identity development and self-understanding
• Processing experiences of exclusion, restraint, bullying or system-based harm
• Strengthening coping skills and self-advocacy
• Supporting attachment, trust and relational safety

Our approach is:

• Neuro-affirming and strengths-based
• Trauma-informed and developmentally appropriate
• Relationship-centred rather than behaviour-focused
• Grounded in emotional safety and consent

We work at each person’s pace and in ways that feel accessible and respectful, recognising that traditional counselling models often do not meet the needs of neurodivergent individuals.
Autism Goals counselling is not about fixing children or families.

It is about restoring safety, dignity, and confidence in a world that has often been overwhelming or unsafe.

Our Support Groups provide safe, inclusive spaces for children, young people and parents to connect, feel understood, and build confidence alongside others with shared experiences. These groups are designed to reduce isolation, strengthen identity, and support emotional wellbeing through connection rather than compliance.

Our support groups are:

• Neuro-affirming and trauma-informed
• Relationship-based and emotionally safe
• Facilitated by experienced professionals who understand complex needs
• Focused on belonging, not behaviour management
Support groups may include:
• Social connection and peer support for neurodivergent children and young people
• Parent and carer support groups focused on shared understanding, validation and practical strategies
• Groups that build confidence, communication, and emotional regulation in a gentle, non-pressured way
• Spaces to process experiences of exclusion, school stress and system fatigue
• Opportunities to strengthen identity, self-advocacy and self-worth

We understand that many families feel isolated when navigating disability, education and service systems. Our support groups create a sense of community where families are not required to explain, justify or defend their experiences.

At Autism Goals, support groups are not about “teaching social skills” in a rigid way.

They are about creating safety, connection and belonging so growth can happen naturally and respectfully.

Our advocacy is grounded in the Education and Training Reform Act 2006 (Vic), Ministerial Orders governing school practice, and Australia’s disability discrimination and education standards, including the Disability Discrimination Act 1992, Disability Standards for Education 2005, and the Equal Opportunity Act 2010 (Vic).

Advocating for students with disabilities is paramount in ensuring equal access to education and fostering an inclusive learning environment. By advocating for the needs of these students, we uphold their fundamental right to a quality education and empower them to reach their full potential. Students with disabilities often face unique challenges, ranging from physical barriers to social stigma, that can impede their academic progress. Advocacy efforts aim to address these barriers by promoting accommodations, resources, and support services that facilitate their learning and participation. Moreover, advocating for students with disabilities fosters a culture of empathy, understanding, and acceptance within educational institutions, enriching the educational experience for all students. Ultimately, advocating for students with disabilities is not only a matter of social justice but also a vital step towards creating an inclusive society where every individual is valued and afforded equal opportunities to succeed.

Providing consultancy for students with disabilities is essential to ensure that their unique needs are adequately addressed and supported within educational settings. Consultancy services offer specialised expertise and guidance to educators, administrators, and support staff on best practices for accommodating diverse learning needs. By engaging in consultancy, educational institutions can develop inclusive policies, practices, and programs that cater to the specific requirements of students with disabilities. Consultants can offer valuable insights into accessible curriculum design, assistive technology integration, and individualised support strategies, ultimately enhancing the overall learning experience for students with disabilities. Furthermore, consultancy facilitates collaboration between stakeholders, fostering a culture of collaboration and mutual understanding that benefits all members of the educational community. In essence, providing consultancy for students with disabilities is a proactive approach to promoting equity, diversity, and inclusion in education, ensuring that every student has the opportunity to thrive and succeed.

Autism Goals assumes a multifaceted role within the young person's care team and as integral members of the student support group, embodying a collaborative approach to comprehensive support. Functioning within these frameworks, Autism Goals professionals contribute their expertise and insights, enriching the collective efforts aimed at addressing the diverse needs of the young student. By actively engaging with other caregivers, educators, therapists, and stakeholders, Autism Goals fosters synergy and alignment in support strategies, ensuring a holistic and cohesive approach to the student's well-being and development.

Through regular communication, shared goal setting, and coordinated interventions, Autism Goals enhances the effectiveness of support initiatives, maximising opportunities for the student's growth and success. Moreover, the collaborative ethos cultivated within these groups nurtures a supportive and inclusive environment where the young student feels valued, understood, and empowered. By working in partnership with diverse stakeholders, Autism Goals cultivates a sense of collective responsibility and commitment to the student's holistic development, ultimately promoting positive outcomes and enhancing the overall quality of support provided.