“We have tried everything for our autistic child. Segregated schools for autistic kids? Who am I to say, but I do fear any future that limits options for each parent and child to choose.”
– Madeleine
The Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability submitted its conclusive report to the Governor-General on September 29, 2023. This comprehensive report followed a four-year process that included nearly 8,000 submissions and 32 public hearings. Among the 222 proposed measures aimed at improving the wellbeing of people with disability, one recommendation has sparked widespread discussion: a plan to gradually eliminate segregated schools for autistic children by 2051.
This recommendation has prompted concern among many parents and carers who value the option of specialised education and believe that choice is central to meeting the diverse needs of Autistic students.
Within the Autistic community, perspectives are mixed. Some families feel options are already limited and argue that, rather than forcing Autistic students to conform to a “neurotypical” model, schools should focus on creating environments where difference is accepted and safety is prioritised.
I recently spoke with several parents and carers from The A List community, who generously shared their experiences, hopes, and concerns around educating their Autistic children. This article highlights key themes from those conversations in the hope that they resonate and encourage continued, respectful discussion.
Ashleigh – Parent of Autistic Son, Aged 7
Ashleigh’s son is currently thriving in a mainstream primary school. It is a large school, with up to ten classes per grade, a specialist learning teacher allocated to each year level, and teacher aides supporting students in the classroom.
He participates in a targeted academic support program and typically remains with the same class each year, which provides consistency and helps him build social connections and friendships.
Social interaction has been Ashleigh’s son’s biggest challenge so far. To support this, the school runs “lunch time clubs” such as sports, Pokémon, gardening, and iPad groups, giving children structured opportunities to connect without the pressure of unstructured playground time.
Ashleigh describes her experience with mainstream education as positive.
“As a parent, I feel supported and able to have open conversations with other parents about autism and what it means. They can then share that understanding with their own children. Raising awareness in the community has been positive for my son.
“He feels part of something. When he needs a sick day, he feels upset about missing school and not seeing his friends.”
At the same time, Ashleigh remains realistic.
“School isn’t traumatic for him right now. It’s a place where he feels safe. But we know this may change as children get older and the risk of bullying increases. We take each day as it comes and know we have other options, such as homeschooling or distance education, if we need them.”
Diana – Parent of Autistic Son, Aged 14
“I didn’t want a different child. I want my son. But I want him to feel comfortable and to thrive in the world he lives in.”
Diana works in community engagement with Empower Autism and reflected on the evolving journey of parenting a child with different needs.
“Just when you think you’ve got it figured out, you’re presented with a completely different set of needs. You have to build a relationship around that individual.”
Her son began his education in an Early Childhood Development Program, which supports children with developmental delays or disabilities to access both the curriculum and social opportunities.
“That program showed me how different schooling could look. I came from an education background, and this was very different from what I expected.”
The original plan was for her son to transition into the same mainstream school as his older brother. That transition did not proceed as hoped. Some schools felt they could not meet his needs, while others described the level of support required as too resource-intensive.
Eventually, Diana enrolled her son in a local specialised school, one he was already familiar with, which helped maintain a sense of belonging.
When asked whether she advocates for special schools, Diana’s response focused on choice rather than category.
“I advocate for children to access the curriculum and feel like they belong. I don’t think that can be reduced to mainstream versus special schools.
“My son struggles in very noisy, unpredictable environments. He has better access when he knows what the day will look like because that reduces anxiety and fear. That applies everywhere, in both special and mainstream settings.
“If special schools didn’t exist, there would be an expectation that my son could be fully included in his brother’s mainstream school. But a lot of policy and structural change would need to happen before that is realistic.
“Systemic change is required so all children can access learning and feel they belong. That also means creating safety, understanding, and support for teachers and those designing curriculum and assessment.
“I think we need all options. There is power in choice.”
Jac – Autistic Parent of Autistic Children, Aged 7 and 9
Jac is a late-identified Autistic woman who previously worked as a primary school teacher, ran Autistic youth groups, and now works with Empower Autism.
On mainstream schooling, she shared her uncertainty.
“I go back and forth. But I think, ultimately, mainstream is where society is. That’s the world our kids will grow up in.”
As a teacher, Jac often felt constrained by the lack of resources to properly support students who needed additional help.
“Everyone deserves an equitable chance at education, and that’s not always happening. When you’re one teacher with up to 30 children and many diverse needs, it’s an incredibly difficult job.”
She believes teachers need practical, easily implemented tools and strategies to support neurodivergent students in real classroom settings.
Jac also emphasised the importance of autonomy and positive Autistic identity.
“We talk about diversity and inclusion, but how can we promote that if we can’t even talk openly about difference?”
She highlighted universal design for learning as a model that allows children to reach shared learning goals in different ways. Some may use technology, others visual tools, others hands-on approaches.
“As kids grow, they move through many environments. We want to give them the language and confidence to advocate for themselves and find spaces that are affirming and safe.”
Jenny – Parent of Autistic Son, Aged 32
For Jenny, the discussion around segregated schooling reinforces a long-held belief: the focus should always be on what the child needs to reach their own potential.
Jenny has worked in the disability sector for 25 years, across specialist school settings and as a behaviour management strategist.
“My personal belief is that closing specialist schools would create more stress, anxiety, and pressure for families who are already navigating complex systems like the NDIS.
“My professional values have always been honesty, transparency, and clarity. My role was never about being popular. It was about focusing on the needs of the person I was supporting.”
A Word From Me
This conversation is deeply personal for me. I homeschool my Autistic daughter after experiences in a mainstream school, a support unit, and distance education.
Do I believe segregated schools should exist? For me, the answer comes back to choice.
Who am I to say mainstream education is best for your child?
Who am I to say mainstream schools are incapable of providing access?
What I can say with confidence is that every parent, carer, and family deserves the right to choose what works best for their child. Removing options can feel limiting and overwhelming in an already complex and emotional journey.
I remain hopeful for a future where mainstream education continues to become more accessible and inclusive, while specialised options remain available for those who need them.
Autonomy, flexibility, and respect for individual needs must remain at the centre of this conversation.
If you would like to hear the full conversations, you can explore the links below.
Ash talks about her child in a mainstream school
Diana shares her experience of her son in a specialised school
Jac reflects on her perspective as a former primary school teacher
Madeleine Lobsey
The A List
