Speakers
Our strength is understanding the local WA community needs while opening up opportunities for engagement with the wider Australian Autistic network. Feedback provided by past attendees has informed our speaker and topic selection; we are excited to welcome back some familiar faces by popular request and welcome first-time Symposium speakers as well.
Amiee Pember
Amiee Pember
Amiee Pember (she/her) is an AuDHDer Perinatal Psychologist from the beautiful south-west region of Busselton, WA. Her professional focus on perinatal and infant mental health has been deeply shaped by her own lived experience of the transition to motherhood—particularly the significant adjustment from being a working professional to becoming a stay-at-home mother. Understanding this journey through the lens of her neurodivergence has given her unique insight into the experiences of Autistic and ADHD parents in the perinatal period.
Amiee is passionate about supporting mothers as they renegotiate and integrate their pre-baby identity with their evolving sense of self in motherhood. Her therapeutic approach is grounded in an attachment-based framework, with the parent-infant relationship at the heart of her work. She also draws on mindfulness and compassion-focused practices to support emotional regulation, connection, and wellbeing for both parents and their infants.
Amiee has a particular interest in working alongside neurodivergent mothers and families, offering neurodiversityaffirming, trauma-informed perinatal psychological care. She recognises the unique sensory, communication, and executive functioning differences that can shape the parenting experience for Autistic and ADHD people, and works to create safe, validating spaces for support and healing.
In addition to her clinical work, Amiee is a Board-Approved Supervisor, and she develops and facilitates neurodiversityaffirming training and webinars for perinatal and infant health professionals. Her mission is to equip professionals with the understanding and tools to support Autistic and ADHD parents in ways that foster identity, connection, and belonging.
In the Tender Space of Becoming: Supporting Neurodivergent Parents in the Perinatal Journey
The transition to parenthood is one of the most profound psychological and relational shifts in life. For autistic and ADHD parents, this journey is often layered with unique challenges — and unique strengths. While mainstream perinatal psychology has historically been built around neurotypical models of attachment, mentalisation, and adjustment, neurodivergent parents frequently navigate different sensory, cognitive, and relational pathways in bonding with their infants. This presentation will explore how clinicians and support services can embrace neuroaffirming perinatal practice. Drawing on lived experience and clinical work, Amiee will highlight:
- The ways neurodivergence can shape the perinatal experience, from sensory overwhelm to reflective attunement.
- Adaptations to traditional attachment and reflective capacity frameworks that honour neurodivergent ways of connecting.
- Practical strategies for supporting parent-infant relationships through a lens of acceptance, strength, and co-regulation. By centring neurodivergent voices and experiences, this session aims to spark reflection on how perinatal psychology can move beyond deficit-based models to foster connection, confidence, and thriving for both parents and infants.
Andrew Radford
Andrew Radford
Andrew is a proud intellectually disabled autistic man who has presented in Singapore at APAC in 2019. He has also supported the Special Olympics and was selected to meet the Royal Family. Andrew is passionate about advocating for accessibility and challenging public perception about intellectual disability.
Recently Andrew was selected to be part of ABC TV series called The Assembly and was mentored by one of Australia’s most renowned interviewers, Leigh Sales, where he learnt how to interview well known Australian personalities including Prime Minister Anthony Albanese.
Presented by Andrew Radford and Tammy McGowan
TBC
Presented by Andrew Radford and Tammy McGowan
As autistic adults move through life, we experience transitions that are often overlooked — changes in health, work, relationships, support networks, and identity. For many of us, middle age brings both new challenges and opportunities for growth, reflection, and self-understanding.
In this presentation, Andrew Radford and Tammy McGowan will share their lived experiences of navigating these transitions as autistic adults with fluctuating support needs. They will explore what ageing means in the context of autism, and how shifting roles, responsibilities, and expectations can impact wellbeing, independence, and community connection.
Drawing on their experiences as leaders, employees, advocates, and friends, Andrew and Tammy will discuss what has helped them adapt and thrive — including supported decision-making, flexible supports, and meaningful community roles. The session will invite participants to reflect on how systems and services can better support autistic adults through lifelong transitions, ensuring that middle age is recognised not as an endpoint, but as a new chapter for inclusion and self-determination.
Andrew Whitehouse
Andrew Whitehouse
Andrew Whitehouse is the Deputy Director of the Kids Research Institute Australia. He is also the Angela Wright Bennett Professor of Autism Research, the Director of CliniKids at The Kids Research Institute Australia, and the Research Strategy Director of the Cooperative Research Centre for Living with Autism (Autism CRC). Prior to coming to the Telethon Kids Institute, Andrew was a Junior Research Fellow at the University of Oxford.
At The Kids, he leads a network of clinical centres (called CliniKids) for children with neurodevelopmental differences that embeds clinical trials within everyday community practice. Andrew has published over 350 peer-reviewed journal articles and attracted over $125 million in competitive research grants. He currently presents an internationally syndicated video series called ’60 Second Science”, which has had over 3 million views. He is an advisor to State and Commonwealth Governments on policies relating to children with Autism Spectrum Conditions. He chaired the committee that generated Australia’s first national guideline for autism diagnosis, and co-chaired the committee that developed Australia’s first national guideline for early therapies and supports for autistic children.
Andrew has published one edited book with his twin-brother (Ben), and a popular science book that examined the science behind some of the myths of pregnancy and child development (Will Mozart Make My Baby Smart?). He has also been awarded a Eureka Prize for his research, and is the youngest person ever elected to Fellowship of the Australian Academy of Health and Medical Sciences. In 2023, he was a Western Australian of the Year award winner.
From Then to Now: A Decade of Change in Autism Research
Over the past decade, the Spectrum Space Symposium has coincided with a period of rapid scientific advancement in autism research. This presentation will review how knowledge in the field has evolved since the Symposium’s inception, highlighting key shifts in research questions, methods, and evidence informing practice. This presentation will examine major trends in scientific progress, including earlier and more precise identification, improved understanding of developmental pathways, and stronger links between research and real-world application. The presentation will reflect on how collaboration across disciplines and with autistic people and families has strengthened the quality and relevance of research, and will consider priorities for the next decade of scientific discovery.
Annabel Tannenbaum
Annabel Tannenbaum
Annabel Tannenbaum is a neurodiversity consultant, advocate, and late-diagnosed autistic ADHDer with a Postgraduate Certificate in Autism Studies. She is the Project Coordinator for YDAN’s SPARK program, where she supports young people with disabilities to develop self-advocacy skills and strengthen their voice in community, education, and service settings. Drawing on both academic knowledge and lived experience, Annabel helps educators, families, and organisations build neuroaffirming environments that respect and celebrate neurological diversity. Her work focuses on sensory processing, emotional regulation, and shifting systems towards authentic inclusion. Through training, consultancy, and speaking, Annabel bridges the gap between research, practice, and lived experience to create spaces where neurodivergent people can thrive.
What We Wish You Knew: Late Diagnosis, Lived Experience, and Shaping Neuroaffirming Practice
Many autistic people, especially women and those with co-occurring ADHD, receive their diagnosis later in life. While this can bring clarity and self-understanding, it also reveals years of masking, misunderstanding, and missed support. This session shares lived experience alongside research to explore the realities of late diagnosis and its impact on identity, wellbeing, and access to services. Drawing on personal and professional perspectives, I will highlight common challenges late-diagnosed autistic individuals face, including navigating stereotypes, unlearning deficit-based narratives, and renegotiating relationships at home, school, and work. Importantly, the session will focus on what helps; how families, educators, and professionals can adopt neuroaffirming practices that validate lived experience, reduce harm, and create spaces where autistic and ADHD people can thrive authentically. Through reflection and discussion, participants will gain deeper insight into the hidden costs of “flying under the radar,” as well as practical strategies for supporting both children and adults in ways that honour their strengths, needs, and voices. This presentation invites a collaborative rethinking of autism support. One that centres lived experience, challenges outdated assumptions, and embraces inclusive, affirming approaches.
Anthony Pyle
Anthony Pyle
Anthony Pyle is an energetic autistic presenter, community leader, and passionate advocate for inclusion. With a strong background in community services and volunteering, Anthony brings lived experience and practical insight to every space he enters. He has delivered impactful presentations on neuroaffirming workplace practices and inclusive leadership strategies, empowering autistic and neurodivergent individuals to thrive in community and volunteer settings.
Known for his clarity, warmth, and drive, Anthony champions systemic change through grassroots action, fostering environments where diversity is celebrated and supported. His work bridges the gap between policy and practice, offering real-world solutions that uplift marginalised voices. Whether leading local initiatives or speaking at sector events, Anthony is committed to building connected, compassionate communities where everyone belongs.
The Power of Showing Up: Autistic Leadership in Local Change
I’ll share my journey as an autistic community leader and how I went from nervously shaking in front of audiences at the thought of public speaking, to engaging, commanding and influencing communities to bridge the divide for autistic people within community volunteering and further.
Utilising my own lived experience about some of the challenges I ran into, the hurdles that were overcome and how this pathway led me to leadership opportunities within my own local community. This presentation at it’s heart is an aspirational piece related to the real struggles that autistic people experience, while also reflecting on our many strengths and how when supported we can thrive and change our own communities.
Within this presentation I will reflect on my own experiences of education within service clubs and how I changed the narrative within my own community to focus on the support needs of neurodivergent adults and children through the programs we created to give back to community. This presentation will talk to the pitfalls and the successes of changing community at a grass root to include autistic people in volunteering, in programs and in leadership opportunities to see us fully realised as community citizens with leadership potential.
This presentation mostly will reflect on my time as a community volunteer of a Rotary Club to then becoming president for two years and even serving time on the district board, utilising my passion for change to create opportunities for autistic people where I previously found these opportunities didn’t exist for me.
Ben Quick
Ben Quick
Ben Quick is a community engagement officer and living experience peer worker in neurodivergent exercise and social support programs at Thriving in Motion. They co-coordinate the UWA Autism Social Group support program, helping to build connection and confidence among autistic students, and serve as a consultant on the Lyn Beazley Academy education committee, providing lived-experience insight into inclusive science and education initiatives. Ben is also the founder and co-director of Spectrum Perspective, an organisation helping neurodivergent Australians navigate young adult life and early career development. Academically, Ben is currently pursuing an honours degree in neuroscience through the Perron Institute.
Celebrating Strengths and Connection through Exercise
Presented by Ben Quick, Bonnie Furzer, Claire Willis and Craig Thompson
Exercise plays a powerful role in supporting the health and wellbeing of neurodivergent people. Beyond improving general fitness, movement can help build confidence, reduce anxiety, strengthen social connection, and provide opportunities to recognise and develop individual strengths. To achieve these benefits, exercise programs must be inclusive, neuro-affirming, and responsive to the changing needs of people.
This panel discussion, “Supporting Strengths and Connection through Exercise”, will bring together researchers, educators, health profressionals and a neurodivergent self-advocate to discuss how exercise can benefit neurodivergent people. Together the panel will share insights from different healthcare practices, research, and lived experience. Delegates will gain a deeper understanding of the evidence base and the real-world impact of inclusive exercise approaches. The discussion will highlight practical strategies for creating safe, enjoyable, and meaningful opportunities for movement, as well as emerging research on the benefits beyond physical health (e.g., social connection, mastery experience, confidence building).
Attendees can expect to leave with practical takeaways, up-to-date research insights, and a richer appreciation of how exercise can support neurodivergent people to thrive.
Bonnie Furzer
Bonnie Furzer
Bonnie Furzer(she/her) an Exercise Physiologist and founding CEO of Thriving in Motion, a not-for-profit which has been running community-based services for over 15 years to build strong, happy and healthy young people through exercise. She is an Associate Professor at UWA leading the Mental Health and Exercise research group and Honorary Research Associate at The Kids. Bonnie’s work focuses on the design and delivery of programs that bring the benefits of movement to people who face barriers to participation including children with neurodevelopmental and behavioural challenges, youth with mental health challenges, and adults living with mental illness. Her work is guided by a simple but powerful belief: exercise is a powerful pathway to health, confidence and connection. The work of Bonnie and her team has received various awards and recognition including AUSActive National Award – Social Value + Community Impact (2025) and Practitioner Award – ESSA Research to Practice (2024).
Celebrating Strengths and Connection through Exercise
Presented by Ben Quick, Bonnie Furzer, Claire Willis and Craig Thompson
Exercise plays a powerful role in supporting the health and wellbeing of neurodivergent people. Beyond improving general fitness, movement can help build confidence, reduce anxiety, strengthen social connection, and provide opportunities to recognise and develop individual strengths. To achieve these benefits, exercise programs must be inclusive, neuro-affirming, and responsive to the changing needs of people.
This panel discussion, “Supporting Strengths and Connection through Exercise”, will bring together researchers, educators, health profressionals and a neurodivergent self-advocate to discuss how exercise can benefit neurodivergent people. Together the panel will share insights from different healthcare practices, research, and lived experience. Delegates will gain a deeper understanding of the evidence base and the real-world impact of inclusive exercise approaches. The discussion will highlight practical strategies for creating safe, enjoyable, and meaningful opportunities for movement, as well as emerging research on the benefits beyond physical health (e.g., social connection, mastery experience, confidence building).
Attendees can expect to leave with practical takeaways, up-to-date research insights, and a richer appreciation of how exercise can support neurodivergent people to thrive.
Carol Hegan
Carol Hegan
Carol is a neurodivergent Developmental Educator, Specialist Behaviour Support Practitioner, and Founder of The Inclusive Movement and Grow Therapy Services. She is also a parent of three autistic children, which grounds her professional expertise in lived experience. She has delivered training, consultancy, and advocacy across Western Australia, authored resources including children’s books and parent guides, and is a sought-after voice on neuroaffirming and Inclusive practice. Her work is centred on amplifying autistic voices, building community inclusion, and creating systems that reduce barriers and enable neurodivergent children to thrive authentically.
Understanding Behaviours Through a Neuroaffirming Lens: The GROW™ Framework for Wellbeing and Preventing Burnout
Too often, behaviours in autistic and neurodivergent children are misunderstood through deficit-based or compliance-driven frameworks. This not only undermines identity and self-esteem, but also contributes to stress, masking, and eventual burnout.
This presentation introduces the GROW™ Neuroaffirming Behaviour Framework, a practical and human rights aligned model that reframes behaviour through four key pillars: Identity, Needs, Communication Differences, and Whole-Person Context. By shifting away from “managing” behaviour to instead understanding what a child is communicating, the GROW™ framework empowers families, educators, and professionals to create safe, identity-affirming environments.
Drawing from both professional practice and lived experience as a parent of three autistic children, I will explore how using a neuroaffirming lens in daily life can:
- Reduce stress and prevent the escalation to burnout.
- Support children to regulate and recover while maintaining their authentic sense of self.
- Improve mental health outcomes through connected, strengths-based support.
Attendees will leave with practical strategies and reflective tools to better understand the hidden messages behind behaviours, while fostering resilience, autonomy, and wellbeing in neurodivergent children.
Cath Hakanson
Cath Hakanson
Cath Hakanson is a globally renowned sex educator, an author and an AuDHD mother of two neurodivergent children. She teaches parents how to educate their children about sex, bodies, gender and relationships with simple, factual, honest resources. Zero shame, fear or embarrassment.
Connection First – Neuroaffirming Sex Ed for Families
Many autistic young people learn about bodies, consent and relationships by trial and error – often with avoidable shame. This session gets back to basics: how families, educators and clinicians can create askable homes and environments where questions are welcome and young people know they can turn to adults for support.
Presented by Cath Hakanson – an AuDHD parent of neurodivergent kids and a certified sexologist with 25+ years’ experience – the session takes a neuroaffirming, connection-first lens. It shows how autistic strengths like clarity, routine and sensory awareness can anchor brief, repeatable conversations that fit real life. Rather than scripts or perfect lectures, the focus is on simple habits and coaching strategies that reduce shame, build trust and keep the door open.
The approach is adaptable across ages, family structures, cultural and faith backgrounds, learning preferences and sensory needs. Attendees will see how five practical pillars apply to everyday moments and tricky situations alike – making sensitive conversations feel safer and more predictable for everyone.
Participants leave with clear next steps they can use this week in homes, classrooms and clinics – and with the outcome that matters most: young people know their parents are askable, and parents feel ready to have conversations that are meaningful and relevant, suited to their family’s values and needs.
Cheryl Mangan
Cheryl Mangan
Cheryl Mangan is Chief Innovation Officer at Autism CRC, Australia’s national source of evidence for best practice in autism. Here she works to unite autistic individuals, professionals, and researchers to deliver accessible, evidence-based resources supporting inclusion across health, education, and employment. Her work includes myWAY Employability for autistic jobseekers and inclusionED, a national professional learning platform for educators. Driven by a passion for inclusion and hard-wired for social change, believes true innovation starts with people and has dedicated her career to creating spaces that empower communities to co-design solutions to complex challenges. Recently, she led co-design initiatives for the National Autism Strategy and the National Roadmap to Improve Health and Mental Health of Autistic People, amplifying the perspectives of thousands of autistic individuals.
National Guidance for best practice in inclusive education for autistic students
Presented by Cheryl Mangan and Emma Goodall
Autism CRC is leading the development of National Guidance for Best Practice in Inclusive Education for Autistic Students. This initiative adopts the same rigorous methodology as previous national guidelines, incorporating systematic evidence reviews, extensive community consultation and close collaboration with education sector stakeholders. Co-developed with education authorities, peak bodies and government departments across all school systems, states and territories, the Guidance is designed to assist teachers, school leaders and allied health professionals in creating inclusive environments that promote social, emotional and academic outcomes for autistic children and young people. The second round of national consultation on the draft Guidance will commence in February 2026, with finalisation and handover to the Commonwealth Government scheduled for May 2026.
This work builds on the implementation of the National Guideline for the Assessment and Diagnosis of Autism (2018, updated 2023), the National Guideline for Supporting the Learning, Participation and Wellbeing of Autistic Children and Their Families (2023), and the National Framework for Assessing Children’s Functional Strengths and Support Needs, which provides a culturally responsive, evidence based foundation for inclusive practice.
The initiative has been supported by the Federal and State and Territory government departments across Australia, education authorities, peak bodies and community organisations.
Claire Willis
Claire Willis
Claire is a Senior Research Fellow in the UWA School of Human Sciences, an Honorary Research Associate at The Kids Research Institute Australia, and a Senior Exercise Physiologist at Fremantle Hospital. Her research and clinical practice are focused on the development and implementation of physical activity and health promotion initiatives for young people of all abilities, undertaken in partnership with youth, families, and the community.
Claire has led the evaluation of an international exercise medicine service embedded in the public health system for children with disabilities and their families. Additionally, she was the project manager of the NHMRC Partnership Project FitSkills, a pragmatic clinical trial scaling up a community-based, student-mentored exercise program for adolescents and young adults with a disability.
Celebrating Strengths and Connection through Exercise
Presented by Ben Quick, Bonnie Furzer, Claire Willis and Craig Thompson
Exercise plays a powerful role in supporting the health and wellbeing of neurodivergent people. Beyond improving general fitness, movement can help build confidence, reduce anxiety, strengthen social connection, and provide opportunities to recognise and develop individual strengths. To achieve these benefits, exercise programs must be inclusive, neuro-affirming, and responsive to the changing needs of people.
This panel discussion, “Supporting Strengths and Connection through Exercise”, will bring together researchers, educators, health profressionals and a neurodivergent self-advocate to discuss how exercise can benefit neurodivergent people. Together the panel will share insights from different clinical and healthcare practices, research, and lived experience. Delegates will gain a deeper understanding of the evidence base and the real-world impact of inclusive exercise approaches. The discussion will highlight practical strategies for creating safe, enjoyable, and meaningful opportunities for movement, as well as emerging research on the benefits beyond physical health (e.g., social connection, mastery experience, confidence building).
Attendees can expect to leave with practical takeaways, up-to-date research insights, and a richer appreciation of how exercise can support neurodivergent people to thrive.
Connie Da Prato
Connie Da Prato
Connie Da Prato is a passionate educator committed to reshaping education through inclusive, student-centred practice. Holding a Master of Education and HALT accreditation, Connie brings deep expertise in holistic education and trauma-informed practice.
She specialises in re-engaging at-risk students through dynamic, hands-on learning environments that build confidence, self-regulation, and meaningful academic growth. Her work has particular impact for students with Autism Spectrum Conditions, where she designs and implements evidence-based, tailored interventions that foster belonging and achievement.
At Lyn Beazley Academy, Connie plays a pivotal role in developing and leading innovative, real-world learning programs that connect curriculum to lived experience. Her approach empowers students to become independent thinkers, collaborative problem-solvers, and confident learners, preparing them to thrive beyond the classroom.
Authentic Inclusion – The Autistic Leader
At Lyn Beazley Academy, authentic inclusion is grounded in our values: Belong, Connect, Impact. In this presentation, we share practical, strengths-based strategies that move beyond quiet spaces, embedding skill development directly into classroom learning to support autistic students in achieving their goals.
Belong is about helping learners build relationships and find their place in a calm, caring environment where they feel valued and recognised. Connect focuses on helping students connect with themselves, their strengths, and their purpose, as well as building meaningful relationships with others. This ensures that learning is relevant, empowering, and linked to their personal aspirations. Impact empowers students to develop independence, confidence, and life skills, enabling them to take what they have learned into the wider world and make positive contributions to their communities.
Drawing on lived experience, educational expertise, and evidence-based practice, this session offers practical, replicable strategies for educators to foster authentic inclusion. Attendees will gain insights into creating spaces where autistic learners thrive academically, socially, and emotionally while building pathways to independence and meaningful participation beyond school.
Craig Thompson
Craig Thompson
Craig Thompson is a Senior Lecturer at Curtin University’s School of Allied Health, with over 20 years of experience in occupational therapy, mental health, and education. His PhD explored how peer mentoring can support autistic university students, and he continues to work closely with the autistic community to improve wellbeing and physical activity outcomes for autistic adolescents and adults.
Craig has secured over $1.7 million in competitive grants to conduct research in the areas of autism, physical activity, mental health, social inclusion, and education. He regularly shares his findings at international conferences and publishes in high-impact journals.
At the heart of Craig’s work is his commitment to inclusion and collaboration, contributing to practical, evidence-based solutions that make a real difference in epople’s lives.
Celebrating Strengths and Connection through Exercise
Presented by Ben Quick, Bonnie Furzer, Claire Willis and Craig Thompson
Exercise plays a powerful role in supporting the health and wellbeing of neurodivergent people. Beyond improving general fitness, movement can help build confidence, reduce anxiety, strengthen social connection, and provide opportunities to recognise and develop individual strengths. To achieve these benefits, exercise programs must be inclusive, neuro-affirming, and responsive to the changing needs of people.
This panel discussion, “Supporting Strengths and Connection through Exercise”, will bring together researchers, educators, health profressionals and a neurodivergent self-advocate to discuss how exercise can benefit neurodivergent people. Together the panel will share insights from different clinical and healthcare practices, research, and lived experience. Delegates will gain a deeper understanding of the evidence base and the real-world impact of inclusive exercise approaches. The discussion will highlight practical strategies for creating safe, enjoyable, and meaningful opportunities for movement, as well as emerging research on the benefits beyond physical health (e.g., social connection, mastery experience, confidence building).
Attendees can expect to leave with practical takeaways, up-to-date research insights, and a richer appreciation of how exercise can support neurodivergent people to thrive.
Darrin Brandis
Darrin Brandis
Darrin Brandis is a Registered Psychologist and Executive General Manager of PeopleSense: Psychology & Wellbeing by Altius, overseeing one of Australia’s largest Employee Assistance Program providers. A co-founder of PeopleSense in 2004, he has spent more than 30 years delivering counselling, trauma treatment, coaching, and organisational wellbeing solutions. Darrin is also a qualified hypnotherapist and Professional Practice Fellow at the University of Western Australia. His awards include the Australian Rehabilitation Providers Association President’s Award and Telstra WA Business of the Year.
Darrin is the proud father of a 25 year who has autism.
Strength in Self-Care: Redefining Fatherhood for Neurodiverse Families
In this presentation, Darrin shares his personal journey as a father to an autistic child, moving beyond the “tough it out” mentality toward a sustainable model of parenting. We will discuss why prioritising your own mental and physical wellbeing isn’t an act of selfishness, but a strategic necessity. Participants will explore practical ways to build a support network, manage chronic stress, and redefine what “strength” looks like in the context of neurodiversity. By the end of this session, dads will leave with a renewed perspective on self-care as a primary tool for being the father their child needs for the long haul.
Dr Diana Tan
Dr Diana Tan
Dr Diana Tan (she/her) obtained her PhD in Psychology from the University of Western Australia in 2018 and has been working as an autism researcher for over 12 years. To date, she has attracted over 2 million dollars in funding, including a Macquarie University Research Fellowship and an Australia Research Council Discovery Early Career Research Award (DECRA), focusing on understanding how Autistic students experience stigma, discrimination, and belonging in higher education. Dr.Tan is also the Chair of the inaugural Neurodiversity Community of Practice at Macquarie University and elected as the Secretary of the Australasian Society for Autism Research.
Neuroinculsion in Higher Education
Universities play a critical role in shaping the opportunities and experiences of neurodivergent people, yet many encounter systemic barriers that undermine their sense of belonging and ability to thrive. My work addresses this gap by examining how higher education can become more inclusive for neurodivergent students and staff, with a particular focus on stigma, institutional practices, and belonging. Using mixed methods and participatory approaches, I collaborate with Autistic and otherwise neurodivergent people to co-produce knowledge and identify strategies for meaningful change. Key projects include the in-depth explorations of neurodivergent students’ and staff’s experiences.
Together, these projects highlight how exclusion is perpetuated at both cultural and structural levels, while also revealing practical ways to foster belonging through inclusive teaching, assessment, workplace policy, and institutional culture. By foregrounding neurodivergent perspectives and adopting an intersectional lens, my research seeks to reimagine higher education as a space where difference is not only supported but also valued as a driver of equity and innovation.
Dr Elinda Lee
Dr Diana Tan
Dr Elinda Lee is a senior research fellow and an executive member of the Curtin Autism Research Group (CARG). A trained teacher, she completed her PhD in Instructional Technology at Murdoch University in Western Australia. Since 2015, Elinda has been actively involved in autism research with a strong community focus, particularly in post-secondary school transition to employment, social skills development, and strengths-based interventions for neurodivergent individuals, emphasising a co-production approach. She has extensive experience collaborating with industry partners and international researchers. Elinda has also developed online learning content on Curtin’s learning management system to support research, learning, and training initiatives for students, therapists, and school teachers. She was part of a strengths-based outreach program for autistic adolescents, which won several national and international awards.
Supporting Social Participation at School: The SCHOOL KONTAKT Approach
Presented by Elinda Lee and Sonya Girdler
Social participation is central to students’ wellbeing, learning, and sense of belonging at school. Many autistic students, however, experience barriers to social connection that are shaped not only by individual differences, but also by school environments, routines, and expectations. SCHOOL KONTAKT is a strengths‑based, school‑embedded program designed to support meaningful social participation by focusing on peer relationships, group belonging, and responsive facilitation.
This talk presents findings from Stage One of the evaluation of SCHOOL KONTAKT, based on data collected up to June 2026 across Western Australian primary and high schools. The program was delivered in 14 high schools and 8 primary schools, including government schools with and without Specialised Learning Programs – Autism (SLP‑A), independent schools, and regional schools. Evaluation used pre‑test, post‑test, and follow‑up designs, supported by qualitative feedback from students and program trainers/teachers.
Across both primary and high school contexts, students made significant progress towards their personally meaningful social goals, with improvements sustained over time. Both high school and primary school students demonstrated gains in achieving their personally meaningful social goals, while high school parents reported improvements in their children’s social functioning.
Qualitative findings highlighted the importance of structured group discussions, shared activities, and flexible facilitation, with students describing strong feelings of inclusion and peer understanding. Implementation feedback informed program refinements, including changes to program length, resources, and delivery supports.
This presentation highlights how environmental and relational approaches, embedded within everyday school practice, can promote social participation and belonging for autistic students.
Emily Brewin
Emily Brewin
Emily Brewin is a former secondary school teacher and the current Learning designer / Content producer at Autism CRC. Emily is a published author with a background in journalism, learning design, and community development. She’s passionate about helping create an educational landscape that’s equitable and engaging for all students no matter who they are, where they come from, or what they bring to the table.
Supporting Autistic Students Through Transitions
Presented by Emily Brewin and Louise White
Supporting Autistic Students Through Transitions will provide educators and families with evidence-based approaches and practical strategies to ensure that students’ day-to-day and term transitions are as stress-free and positive as possible.
Transitions can be exciting, but also overwhelming, especially for autistic students. In this session, presenters will unpack the latest research on the social, emotional, and academic impacts of transitioning and provide strategies to help educators create inclusive learning environments.
Participants will hear about the challenges students commonly face during big and small transitions, from starting school or moving between classroom activities, and how related anxiety might manifest at school and at home.
The session will provide participants with practical tools to strengthen home–school partnerships, and explore ways to help autistic students build confidence, form meaningful connections, and develop a lasting sense of belonging at school.
Dr Emma Goodall
Dr Emma Goodall
Dr Emma Goodall is an autistic author, advocate, qualified meditation and mindfulness teacher, and adjunct research fellow at the Queensland University of Technology. She is also a Project Lead for Autism CRC’s National Guidance for best practice in inclusive education for autistic students. Emma also runs Healthy Possibilities, a consultancy offering personal life coaching alongside autism-specific continuing professional development for educators and families and National Disability Insurance Scheme (NDIS) services (many with a link to interoception). Emma speaks widely on the topic of interoception, and the role mindful body awareness plays in emotional regulation.
National Guidance for best practice in inclusive education for autistic students
Presented by Cheryl Mangan and Emma Goodall
Autism CRC is leading the development of National Guidance for Best Practice in Inclusive Education for Autistic Students. This initiative adopts the same rigorous methodology as previous national guidelines, incorporating systematic evidence reviews, extensive community consultation and close collaboration with education sector stakeholders. Co-developed with education authorities, peak bodies and government departments across all school systems, states and territories, the Guidance is designed to assist teachers, school leaders and allied health professionals in creating inclusive environments that promote social, emotional and academic outcomes for autistic children and young people. The second round of national consultation on the draft Guidance will commence in February 2026, with finalisation and handover to the Commonwealth Government scheduled for May 2026.
This work builds on the implementation of the National Guideline for the Assessment and Diagnosis of Autism (2018, updated 2023), the National Guideline for Supporting the Learning, Participation and Wellbeing of Autistic Children and Their Families (2023), and the National Framework for Assessing Children’s Functional Strengths and Support Needs, which provides a culturally responsive, evidence based foundation for inclusive practice.
The initiative has been supported by the Federal and State and Territory government departments across Australia, education authorities, peak bodies and community organisations.
Dr Iliana Magiati
Dr Iliana Magiati
Dr Iliana Magiati (she/her) is Associate Professor in Clinical Psychology at the School of Psychological Science, The University of Western Australia. She has lived, studied, and worked in Greece, the UK, Singapore, and Australia. Her research focuses on the mental health and wellbeing of Autistic people, particularly camouflaging/masking, burnout, anxiety, diagnosis, and post-diagnostic supports for Autistic adolescents and adults. Iliana is committed to participatory research, co-producing projects with Autistic people to ensure meaningful, real-world impact. She coordinates UWA’s Graduate Certificate in Autism Diagnosis and led the UWA team in developing seven self-paced online microcredential courses in autism assessment and diagnosis, developed by Autism CRC with UWA and offered via UWA Plus, with over 500 enrolments to date. She is Vice-President of the Australasian Society for Autism Research (ASfAR), an Editor for Autism: The International Journal of Research and Practice, and serves on several editorial and inclusion and diversity initiatives. Her work has shaped national and international policies, reports, and clinical guidelines.
Beyond autism awareness and towards understanding, acceptance, support and inclusion: insights from camouflaging, burnout and late diagnosis autism research
Autistic and neurodivergent people face ongoing sociocultural, structural and psychological barriers that significantly affect their wellbeing. In this talk, I draw on WA-led international collaborative research into camouflaging, autistic burnout and late autism identification or diagnosis to highlight some of the psychosocial pressures faced by Autistic people; to illustrate how societal expectations and pressures contribute to significant distress, delayed recognition of needs and supports and reduced opportunities for empowerment and thriving; and to argue for a shift from awareness and knowledge about autism towards autism understanding, acceptance, inclusion and social change.
Isobel Ziatas
Isobel Ziatas
Isobel Ziatas is a Registered Psychologist and presenter at The Kidd Clinic. She works from a relationship-based lens, supporting neurodivergent people and the systems they live within. Isobel is passionate about fostering inclusive, strengths-based spaces and her presentations emphasise real-world application, psychological safety, and the power of curiosity and connection.
Rejection Sensitivity (RSD): Navigating the Neurodivergent Emotional Landscape
Presented by Isobel Ziatas and Tara Joyce
Rejection Sensitivity Dysphoria (RSD) is an intense, often overwhelming emotional response to perceived or actual rejection, frequently experienced within the neurodivergent community. While not a formal clinical diagnosis, RSD is a deeply felt reality that can transform everyday interactions into sources of profound self-doubt and anxiety. These experiences often activate reflexive coping mechanisms, ranging from chronic people-pleasing to complete emotional shutdown. In this presentation, Tara and Isobel explore the nuances of RSD while acknowledging the importance of understanding and compassion.
Jay Miu
Jay Miu
Jay Miu is a neuroqueer Senior Occupational Therapist at Neuroinclusion, in Perth, WA. They work collaboratively with their neurodiverse team, providing inclusive, Neurodiversityaffirming occupational therapy to their clients. They have a particular interest in working with Autistic/ADHDers, LGBTQIA2s+, trauma and mental health.
Jay is also a PhD student, completing their research in Neurodivergent, LGBTQIA2S+ folks and their experiences in healthcare. They are incredibly passionate about engaging clinicians with the newest research, while supporting all folks to be their authentic selves.
Intersecting Identities: Supporting LGBTQIA+ Neurodivergent Communities Through Affirming Practice
LGBTQIA+ identities and neurodivergence frequently intersect, with growing evidence indicating higher rates of gender and sexual diversity within neurodivergent communities, particularly among Autistic folks. Despite this, many systems—including education, health, and community services—remain structured around normative expectations that can marginalise or invalidate these intersecting identities. This often leads to increased vulnerability, misunderstanding, and barriers to authentic expression and participation.
This presentation invites attendees to explore the intersection of LGBTQIA+ identities and neurodivergence through a neurodiversity-affirming and queer-affirming lens. Drawing on research, clinical experience, and lived expertise, we will unpack common challenges faced by LGBTQIA+ neurodivergent individuals and highlight ways to create safer, more inclusive environments.
Participants will gain practical insights and strategies to support identity development, belonging, and wellbeing in a therapeutic and non-therapeutic context. By embracing intersectionality and affirming diverse identities, we can foster communities and services where LGBTQIA+ neurodivergent people are seen, respected, and supported to thrive.
Jessica Dening
Jessica Dening
Jess is a proud Disabled and neurodivergent advocate, artist, and student art therapist. Living with both visible and invisible disabilities, she is passionate about celebrating the strengths that difference brings. Jess has over a decade of experience working in the disability community in Perth, bringing a unique blend of professional knowledge and lived experience.
Her work and studies focus on the intersection of disability pride, creativity, imagination, and wellbeing. She believes in the neuroscientific and human benefits of art making, and in the transformative role creativity plays for neurodivergent people. Through her advocacy, Jess invites others to embrace disability pride, reframe imagination as strength, and see creativity as everyday alchemy—an opportunity to grow, connect, and reimagine the world.
Alchemy of a Daydream: The Benefits of Creativity for Neurodivergent Minds
Creativity is a key part of being human – it is how we learn to adapt and survive different environments and different life experiences, down to the smallest decision. In this presentation, Jess aims to explore the benefits of creativity for neurodivergent people and to reframe imagination as a neurodivergent strength.
Drawing on neuroscience, I will outline the proven benefits of art making for emotional regulation, cognitive flexibility, and resilience. I will also share my lived experience: when I couldn’t communicate my needs through talk therapy, art therapy provided a powerful way to heal and become my authentic self.
We will reflect on how everyone is an artist, and how we can be the architects of our own lives. Neurodiverse imagination offers unique perspectives that enrich communities, and neurodivergent minds should be valued.
The session will conclude with a short participatory art activity, allowing the delegates to directly experience the healing potential of creativity.
Kevin Winder
Kevin Winder
Kevin has over two decades of experience in community services, a Graduate Certificate in business, and is a current MBA (Master of Business Administration) student, with Curtin University’s Faculty of Business and Law. The CSMP (Curtin Specialist Mentoring Program) is a peer support mentoring program, within Curtin University’s AccessAbility services, specifically designed for neurodivergent students. After joining the CSMP as a mentor at the start of 2024, Kevin has been working alongside Sandhya Subramaniam as the Joint Coordinator of the program, since August 2024.
The Importance of Mentoring Programs for Autistic Students: Supporting the Transition into Employment
Presented by Kevin Winder and Sandhya Subarmaniam
Transitioning from education to employment poses unique challenges for autistic students. While high schools often offer structured support, these services drop off sharply in tertiary education. Universities and TAFEs, with their larger cohorts and limited resources, struggle to provide personalised assistance. This leaves many students underprepared for the academic, social, and sensory demands of further education, and later, for the workforce. After graduation, challenges continue—underemployment, stigma, and lack of targeted employment supports often impact autistic graduates disproportionately.
The Curtin Specialist Mentoring Program (CSMP) addresses these challenges through a neuroaffirming, strengths-based model. It pairs autistic students with trained postgraduate mentors who support them in building skills in time management, communication, and self-advocacy. Mentors also assist in setting and reviewing academic and career goals, preparing students for the transition beyond university life.
Despite progress, many students still face significant barriers entering the workforce, particularly in graduate-level roles. Mentoring alone cannot solve systemic discrimination, but it equips students with tools and confidence to better navigate these barriers. Mentoring programs like CSMP are not only vital in universities but should be adapted for use in TAFEs and high schools to support earlier development of life and employment skills. Early, continuous, and neuroaffirming support helps ensure autistic students are not just surviving, but thriving—both in education and beyond.
Mentoring programs like CSMP are not only vital in universities but should be adapted for use in TAFEs and high schools to support earlier development of life and employment skills. Early, continuous, and neuroaffirming support helps ensure autistic students are not just surviving, but thriving—both in education and beyond.
Kim McMinn
Kim McMinn
Kim McMinn is a nationally recognised aquatic leader, presenter, and advocate for inclusive and neuro-affirming swimming programs. With over 20 years’ experience across swim teaching, program design, leadership, and governance, Kim has dedicated his career to improving access, safety, and quality-of-life outcomes for people with disability and complex needs through aquatic education.
Kim served as the Swim School Coordinator at Aqualife Swim School in the Town of Victoria Park for over 7 years, where he led the development and implementation of Western Australia’s first NDIS-approved swim school and played a key role in establishing structured complex needs and low-sensory swimming programs. His work was grounded in close collaboration with schools, families, allied health professionals, and educators, ensuring programs were responsive, trauma-aware, and genuinely inclusive.
Kim is an experienced national and international presenter, delivering workshops, masterclasses, and conference sessions on complex needs teaching, behaviour support, inclusion, and swim school leadership. His work has been recognised through numerous state and national awards, including leadership, access and inclusion, and swim school excellence accolades. He is a Fellow of Royal Life Saving Australia and a recipient of multiple service and bravery awards.
Beyond operational leadership, Kim actively contributes to the broader aquatic industry as a Director and Secretary of the Australian Swim Schools Association, former Chair of the Swim School Coordinators Association WA, and a trainer with AMPD Academy. He is deeply committed to mentoring emerging leaders and swim teachers, particularly in access and inclusion.
Kim’s presentations are grounded in real-world case studies and lived experience, focusing on practical strategies that support sensory regulation, emotional wellbeing, water safety, and confidence not just for swimmers, but for families and communities. His work demonstrates that inclusive swimming lessons can create meaningful, life-changing outcomes far beyond the pool.
Real Stories, Real Change: The Impact of Complex Needs Swimming Programs
This presentation explores the real-life impact of complex needs swimming lessons through a detailed case study based on a collaborative school and swim school program. Using lived experiences from swimmers, families, and educators, the session highlights how inclusive, neuro-affirming swimming lessons can create meaningful change well beyond the pool.
The case study follows students with diverse and complex needs participating in structured swimming lessons designed specifically to support sensory regulation, communication differences, safety awareness, and emotional wellbeing. Many of the students initially presented with high anxiety, difficulty with transitions, sensory sensitivities, and unsafe behaviours around water. Through carefully planned lessons, low-sensory environments, and consistent routines, students were supported to engage safely and confidently at their own pace.
Parents and carers will hear how strategies such as visual schedules, social stories, predictable lesson structures, and close collaboration between swimming instructors and school staff contributed to significant outcomes. These included improved water safety skills, increased emotional regulation, reduced risky behaviours, enhanced communication, better sleep patterns, and growing independence both in and out of the water.
The presentation also shares family perspectives, demonstrating how increased confidence in instructors and lesson environments enabled families to re-engage with aquatic spaces that had previously felt unsafe or inaccessible. For many families, swimming shifted from a source of fear to a positive, shared experience. This case study provides powerful evidence that complex needs swimming lessons are not only about learning to swim, but about safety, regulation, confidence, and quality of life for the whole family.
Kylie Clark-Parry
Kylie Clark-Parry
Kylie Clark-Parry is a leader in wellbeing, inclusion, and neurodiversity advocacy, currently serving as Head of Wellbeing at the Lyn Beazley Academy. She is passionate about creating holistic, strengths-based environments where autistic students are supported to thrive academically, socially, and emotionally.
Kylie brings a deeply informed lived perspective as a parent of an autistic young person and a mentor to many autistic young people and their families across education and wellbeing settings. This unique lens enables her to understand, at a practical and personal level, what effective support truly looks like and how to create pathways that unlock potential.
With postgraduate qualifications in Leadership Studies and 19 years of military experience, Kylie combines strategic leadership with empathy and purpose. Her extensive training in Trauma Response Management and volunteer work with Child Bereavement UK further strengthen her ability to guide individuals, families, and communities through complex emotional challenges with compassion and clarity.
Authentic Inclusion – The Autistic Leader
At Lyn Beazley Academy, authentic inclusion is grounded in our values: Belong, Connect, Impact. In this presentation, we share practical, strengths-based strategies that move beyond quiet spaces, embedding skill development directly into classroom learning to support autistic students in achieving their goals.
Belong is about helping learners build relationships and find their place in a calm, caring environment where they feel valued and recognised. Connect focuses on helping students connect with themselves, their strengths, and their purpose, as well as building meaningful relationships with others. This ensures that learning is relevant, empowering, and linked to their personal aspirations. Impact empowers students to develop independence, confidence, and life skills, enabling them to take what they have learned into the wider world and make positive contributions to their communities.
Drawing on lived experience, educational expertise, and evidence-based practice, this session offers practical, replicable strategies for educators to foster authentic inclusion. Attendees will gain insights into creating spaces where autistic learners thrive academically, socially, and emotionally while building pathways to independence and meaningful participation beyond school.
Larissa Muir
Larissa Muir
Larissa is a late diagnosed Audhd’r with 3 Audhd children. She has worked in the community services sector for over 15years and is currently the CEO of 12 Buckets a children’s charity that believes strong communities are built when young people are seen heard and supported to unearth their spark. Larissa uses her experiences to create safe spaces for connection for all young people and believes inclusion isn’t just a seat at the table, the seat has to be comfortable and everyone at the table needs to be seen and heard.
Young People Can’t Be What They Can’t See! – Why autistic leadership needs to move beyond online influencers
How many teachers, doctors, coaches, community members do you know are neurodivergent that you interact with in the community or “mainstream” environments? After the meltdown of all meltdowns Larissa’s son shared with her that “he just wanted a brain like everyone else’s” and that “it’s unfair that he is the only one with a broken brain at school”. It was in this moment that Larissa questioned how could any neurodivergent young person see a positive future for themselves, when there was no one that could show them what it could look like! As a late diagnosed Audhd’r Larissa understands the platform she holds as a CEO and uses it to show neurodivergent young people what their life could look like to. In her presentation she’ll use her experiences to share how neurodivergent leaders can be supported so that our young people can see what they can be!
Liam Dow-Hall
Liam Dow-Hall
Liam Dow-Hall has worked incredibly hard to overcome his Cerebral Palsy and Autism. He defied early predictions of low achievement to graduate High School, gain TAFE qualifications and gain permanent part-time employment. He was selected for the 2018 Future Leaders Programme run by the Autism CRC. As well as his paid employment, Liam has participated in fundraising and charity work and has won several awards for this. He continues to do volunteer work with the Autistic community.
A Tale of Two Siblings
Presented by Liam Dow-Hall and Siobhan Dow-Hall
Born with cerebral palsy and autism, Liam applied courage, resilience and his special brand of humour to overcome bullying at school, discrimination at TAFE and an inflexible employment market. By focussing on his strengths and taking “the road less travelled” Liam defied many of the early predictions for his future. He now has permanent part-time employment in a job he loves. Underpinning the success of his journey was the constant support of his parents and older sister Siobhan. So when Siobhan suggested they set up house together so that she could continue the support as their parents aged the family rallied. And the planning and preparation began. The family designed a house that would allow for each of them to have their own independence and relationships while also meeting Liam’s support needs.
Six years have elapsed since they moved in. Some things went according to plan. They have developed relationships within the local community and engaged with NDIS. They discovered some types of support were even more effective coming from the same generation. Unexpected bonuses came in the form of new job opportunities for each of them. Like the rest of us, they were forced to negotiate the problems of multiple adults working from home during COVID, rising interest rates and the cost-of-living crisis.
Is it a success? Is it sustainable? Is it madness? How do you balance the needs, hopes and dreams of a neurotypical vegan actor and a football-mad autistic meat-lover? They say it takes a village to raise a child. Liam and Siobhan will talk about how they’ve moved onto the next “village”.
Liz Baird
Liz Baird
Liz Baird is an Autistic speech pathologist and the business owner of ND Therapy, a private Speech Pathology practice. She works predominantly with Autistic youth and young adults, with a strong focus on supporting authentic social communication. Liz develops training and resources to help professionals shift away from traditional approaches and adopt neurodiversity-affirming practices. An advocate for the neurodiversity movement, Liz is passionate about translating affirming values into practical, real-world steps for therapists, educators, and support staff. She is an active member of both Autistic and professional therapy communities and provides education that bridges the gap between lived experience and clinical knowledge. My social media is on Instagram – @ND_Speechie and Facebook – @ND Speechie.
Beyond Scripts and Role-Plays: Co-Creating Autistic Social Supports
Traditional social skills programs often rely on scripts, role-plays, and one-size-fits-all lessons designed to teach autistic people how to “fit in.” While well-intentioned, these methods frequently miss the mark: they focus on performance rather than authentic connection, and can leave autistic individuals feeling pressured to mask or conform.
This presentation explores a different approach—one that centres collaboration, self-advocacy, and the lived experience of autistic people. Instead of teaching set lines or rehearsed behaviours, we will look at how to co-create supports that build confidence, respect natural communication styles, and empower autistic individuals to engage on their own terms.
We will unpack key areas such as supporting initiation, navigating misunderstandings and repair, and advocating for needs in everyday situations. Practical strategies will be shared that can be adapted for diverse contexts—whether in classrooms, therapy sessions, workplaces, or family life.
Attendees will walk away with tools to shift practice from compliance-based training to genuine social participation, along with examples that highlight how affirming supports foster well-being, resilience, and belonging.
Whether you are autistic, a caregiver, a teacher, or a health professional, this session will provide clear, actionable ideas for supporting meaningful and sustainable social engagement.
Louise White
Louise White
Louise White is a Postdoctoral Research Fellow at the Autism Centre of Excellence at Griffith University as well as a teacher with Catholic Education in Rockhampton. Louise is autistic and a parent to two autistic children.
Supporting Autistic Students Through Transitions
Presented by Emily Brewin and Louise White
Supporting Autistic Students Through Transitions will provide educators and families with evidence-based approaches and practical strategies to ensure that students’ day-to-day and term transitions are as stress-free and positive as possible.
Transitions can be exciting, but also overwhelming, especially for autistic students. In this session, presenters will unpack the latest research on the social, emotional, and academic impacts of transitioning and provide strategies to help educators create inclusive learning environments.
Participants will hear about the challenges students commonly face during big and small transitions, from starting school or moving between classroom activities, and how related anxiety might manifest at school and at home.
The session will provide participants with practical tools to strengthen home–school partnerships, and explore ways to help autistic students build confidence, form meaningful connections, and develop a lasting sense of belonging at school.
Melanie Martinelli
Melanie Martinelli
Melanie Martinelli is an autism consultant, researcher, and founder of The Little Black Duck, a practice dedicated to nurturing autistic neurology through neuroaffirming approaches. Late diagnosed herself, and mother to four autistic children, Melanie brings a blend of lived experience, professional expertise, and creative insight to her work. She holds a Master’s degree in Autism Studies and is currently undertaking a PhD at La Trobe University, focusing on autistic pragmatic communication and connection-seeking.
For over a decade, Melanie has provided consultancy, training, and therapeutic supports across education, health, and community settings. She is known for developing innovative sensory and play-based programmes, including Flowstate Therapy, that integrate autistic theories such as monotropism and the Double Empathy framework with current neuroscience. Melanie is an active member of community and governance groups, committed to amplifying autistic voices, reframing deficit-based narratives, and promoting belonging, wellbeing, and authentic connection for autistic people of all ages.
Autistic Play: Understanding autistic play culture
Play is a fundamental occupation of childhood, yet autistic play has often been misinterpreted through deficit-based frameworks that compare it unfavourably to neurotypical norms. This presentation reframes autistic play as a valid and meaningful expression of autistic cognition, identity, and connection. Drawing on current literature on autistic play in naturalistic settings, and autistic-led perspectives, I outline how autistic play reflects monotropism, sensory exploration, and pattern-seeking, and how it nurtures self regulation, identity formation, and social reciprocity.
Autistic play often diverges from dominant expectations: it may prioritise sensory experiences, solitary exploration, or object-based interactions, yet these forms of play are no less purposeful. They can represent bids for connection, collaborative exploration with autistic peers, and the cultivation of shared culture. Evidence shows that autistic children do learn, connect, and co-regulate through play, but these pathways may look different to normative models.
By reframing play from an autistic perspective, we can challenge misconceptions, reduce harmful attempts to redirect or “correct” autistic play, and instead foster environments where autistic play styles are respected and supported. Attendees will gain a deeper understanding of how autistic play contributes to wellbeing, sociality, and learning across the lifespan.
Dr Miriam Kirby
Dr Miriam Kirby
Dr Miriam Kirby is an experienced Clinical Psychologist who has worked within the areas of Autism and Mental Health for over 20 years. She is committed to helping neurodivergent individuals of all ages to understand their identity, identify and advocate for supports and accommodations, and manage co-occurring mental health conditions across different settings. Miriam has a particular interest in supporting Autistic women and girls from a neurodiversity affirming perspective, including those who have been identified as Autistic later in life.
The ADHD and Autism Overlap: Identity and Perimenopause for Neurodivergent Women
Presented by Miriam Kirby and Theresa Kidd
This presentation delves into the unique intersection of ADHD and autism in women, exploring how these neurodivergent identities shape experiences during perimenopause. For example, some autistic people report that menopause played a role in discovering that they are autistic, as their autistic characteristics became more apparent during menopause or perimenopause. Also, some autistic people with ADHD have found that their ADHD traits became more prominent during this transition time. We’ll discuss the challenges and strengths that emerge from this overlap, the impact on self-identity, and how to navigate the physical and emotional changes of perimenopause with neuroaffirming strategies and a self-compassionate approach.
Natalee Blakemore
Natalee Blakemore
Natalee is an AuDHDer, dyslexic, PDAer, who is a Mental Health Occupational Therapist and Director of Diversum Health Group. Natalee is a mum of three neurodivergent kids and works with people across the lifespan. Natalee is a creative, and is learning how to be a DJ.
Making Sense of Supports
I will be discussing the different supports/therapies/group programs that may be recommended to you or your child after you have received a diagnosis or funding.
Many people find this a very overwhelming process and wish that they had further understanding of how this can support them or their child in meeting their goals. It can also be interesting for educators and allied health professionals to understand a bit more about how each of the supports can work together in supporting the person’s goals in their health and well-being journey.
Peta Baer
Peta Baer
Peta is the Deputy Shire President of the Shire of East Pilbara, the CEO of the Newman Communuity Centre, and the Branch Commissioner Diversity and Inclusion for Scouts WA. Diagnosed as Autistic in her late 20’s Peta has had to navigate understanding her changed sense of self, while entering the workforce for the first time. Peta has worked to develop skills and strategies to overcome the challenge of working in the corporate and political space in a society that lacks understanding of working with autistic people. Through building understanding of her self, working with her support team, and advocating for a shift in attitudes, Peta has been able to build a successful career, but there is still more to do.
Decoding the System: Navigating Power Structures as an Autistic Professional, Policy, Protocols, and Meltdowns (Sometimes in That Order), The Politics of Belonging: Carving Space for Neurodivergent Leaders, Leading Differently: The Power of Autistic Voices in Decision-Making
Autistic people are increasingly stepping into leadership and decision-making roles, yet many of the spaces we enter are still shaped around neurotypical expectations. This presentation takes an honest look at what it means to navigate professional industries, from boardrooms to council chambers, as an autistic person, and how we can make our voices heard and claim our place in shaping decisions that affect us.
Drawing on lived experience across community, corporate, and political settings, the session explores practical strategies for managing sensory and social demands, communicating effectively, setting boundaries, and maintaining authenticity in environments that were not built with us in mind. It also looks at what needs to change so that workplaces, organisations, and systems can genuinely embrace neurodivergent leadership as an integral part of the future. Participants will leave with ideas to apply in their own workplaces and communities, along with a deeper understanding of how autistic perspectives can enrich leadership, inclusion, and decision-making for everyone.
Raelene Dundon
Raelene Dundon
Raelene is an Autistic and ADHDer Educational and Developmental Psychologist, Play Therapist, Author, Lecturer and the Director of Okey Dokey Childhood Therapy in Melbourne. She has over 20 years experience working with children and their families providing educational, social/emotional and parenting support and has a special interest in Neurodivergence. Raelene is also the mother of three Autistic children and draws on both her personal and professional experience to provide support and guidance to children and families.
Raelene regularly presents for parents and professionals on topics related to supporting children at home, in the classroom and in therapy settings, and has presented at International Conferences in New York, Macau, Singapore, Hong Kong, Prague, Edinburgh, and across Australia. Raelene is the author of 5 books published by Jessica Kingsley Publishers in London, including “PDA in the Therapy Room” (2021) and “A Therapist’s Guide to Neurodiversity-Affirming Practice with Children and Young People” (2023).
Nurturing Self-Advocacy in Autistic children and teens
Self-advocacy represents one of the most powerful tools we can give autistic children and young people. When autistic individuals can effectively communicate their needs, preferences, and boundaries, they experience greater independence, improved relationships, and enhanced well-being across all areas of life. This presentation explores practical strategies for nurturing self-advocacy skills in autistic children and teenagers. We’ll examine how self-advocacy looks different at various ages and stages, and across different environments—from explaining sensory needs at school to navigating peer and family relationships.
Attendees will discover techniques for building self-awareness as the foundation of advocacy, teaching children to identify and articulate their needs, and creating supportive environments where their voices are heard and valued. We’ll address common challenges, including when children struggle to identify their needs, how to balance support with independence, and ways to ensure advocacy skills transfer across settings.
The presentation emphasizes collaboration between parents, educators, and young people themselves, recognizing that effective self-advocacy develops through practice, support, and genuine respect for autistic perspectives.
Whether you’re a parent wanting to support your child’s voice at home, an educator creating inclusive classrooms, or a professional working with autistic youth, you’ll leave with practical tools and renewed confidence in supporting the self-advocacy journey of the autistic child or teen in your life.
Rebecca Wahlsten
Rebecca Wahlsten
Rebecca Wahlsten is the Western Australia State Coordinator for Positive Partnerships and an Occupational Therapist dedicated to building inclusive communities across the state.
Positive Partnerships is a national initiative funded by the Australian Government Department of Education. Positive Partnerships delivers professional learning and resources through workshops, webinars and online modules for parents, carers and school staff. This strengthens their capacity to support and advocate for autistic young people.
At its core, the project is about connection- creating opportunities for inclusive culture where autistic students feel a genuine sense of belonging.
In her role, Rebecca travels extensively throughout Western Australia, facilitating meaningful learning experiences for families and school communities supporting autistic students. She shares current, evidence-informed knowledge and practical resources, ensuring that the people closest to young learners feel confident and empowered.
Growing up in regional Western Australia shaped Rebecca’s deep belief that every person- regardless of postcode- deserves access to high-quality, evidence-informed information and support. Her work reflects this commitment, helping ensure that inclusive practice reaches every corner of Western Australia.
Nurturing Wellbeing Through Inclusive Communities and Sensory Friendly Spaces
This session dives into practical, evidence-informed strategies for supporting the wellbeing of autistic students through inclusive environments with a focus on sensory-friendly spaces.
Drawing on insights gathered from communities, families and educators across Western Australia, Rebecca will highlight the real-world learnings emerging from Positive Partnerships workshops and conversations statewide.
The presentation also showcases a suite of free Positive Partnerships resources, including those explored within First Nations Yarning and Sharing about Autism Workshops, Diverse Communities Workshops, as well as Educator and Parent Workshops- offering participants concrete tools to strengthen inclusion and belonging for autistic young people.
Roxanne Dunger
Roxanne Dunger
Roxanne Dunger is an autistic/ADHD adult and parent of two AuDHD children, giving her deep, personal insight into the joys and challenges of neurodivergent life. Drawing on her lived experience, she has become a passionate advocate for community, belonging, and authentic representation. From working in large corporate organisations that were unknowingly dysregulating, to now working with a small startup company (building an app for neurodivergent people), she has realised the impact of being in the right environment. Roxanne’s work is grounded in the belief that neurodivergence is strength, and that real change comes from combining lived experience with opportunities to connect and learn together. She brings warmth, honesty, and a deep commitment to reshaping narratives about what it means to be neurodivergent.
Double Neurodivergence: Raising Kids While Living It Too
What happens when you’re not only raising neurodivergent children but are also autistic/ADHD yourself? Parenting from this “double neurodivergent” perspective brings a unique set of challenges, and powerful strengths.
In this keynote, Roxanne Dunger shares her lived experience as an autistic/ADHD adult and parent of two AuDHD children. With honesty and humour, she explores what it means to navigate family life when regulation, sensory needs, and executive functioning are shared across generations.
Roxanne highlights the realities – from the difficult moments of burnout and overwhelm to the unexpected gifts of empathy, creativity, and deep understanding. She reflects on lessons learned along the way, including the importance of self-compassion, building community, and reframing parenting success.
This session is a reminder that neurodivergent families don’t just survive, they can thrive when their strengths are recognised and supported.
Sandhya Subarmaniam
Sandhya Subarmaniam
Sandhya Subramaniam is the Program Coordinator for the Curtin Specialist Mentoring Program (CSMP) at Curtin University. CSMP supports neurodivergent students—particularly those on the autism spectrum—by fostering independence through mentoring focused on employment readiness, social skills, academic success, self-confidence, and self-care, with wellbeing at the core of its approach. Sandhya has nearly nine years of experience working in the neurodiversity sector across community service organisations. Her work has included developing and delivering educational programs, coordinating and training staff, and providing direct support to neurodivergent individuals. She holds a Bachelor’s degree in Psychology, a Master’s in Counselling, and a Graduate Diploma in Tertiary Education.
The Importance of Mentoring Programs for Autistic Students: Supporting the Transition into Employment
Presented by Kevin Winder and Sandhya Subarmaniam
Transitioning from education to employment poses unique challenges for autistic students. While high schools often offer structured support, these services drop off sharply in tertiary education. Universities and TAFEs, with their larger cohorts and limited resources, struggle to provide personalised assistance. This leaves many students underprepared for the academic, social, and sensory demands of further education, and later, for the workforce. After graduation, challenges continue—underemployment, stigma, and lack of targeted employment supports often impact autistic graduates disproportionately.
The Curtin Specialist Mentoring Program (CSMP) addresses these challenges through a neuroaffirming, strengths-based model. It pairs autistic students with trained postgraduate mentors who support them in building skills in time management, communication, and self-advocacy. Mentors also assist in setting and reviewing academic and career goals, preparing students for the transition beyond university life.
Despite progress, many students still face significant barriers entering the workforce, particularly in graduate-level roles. Mentoring alone cannot solve systemic discrimination, but it equips students with tools and confidence to better navigate these barriers. Mentoring programs like CSMP are not only vital in universities but should be adapted for use in TAFEs and high schools to support earlier development of life and employment skills. Early, continuous, and neuroaffirming support helps ensure autistic students are not just surviving, but thriving—both in education and beyond.
Mentoring programs like CSMP are not only vital in universities but should be adapted for use in TAFEs and high schools to support earlier development of life and employment skills. Early, continuous, and neuroaffirming support helps ensure autistic students are not just surviving, but thriving—both in education and beyond.
Sandy Lin
Sandy Lin
Sandy Lin (she/her) is a neurodivergent Speech Pathologist and the founder of All Colours Speech Pathology, a neurodiversity-affirming practice offering mobile, telehealth, and group-based services across Perth, WA. With over ten years of experience in Taiwan and Australia, Sandy brings both professional expertise and lived experience as a late-diagnosed AuDHDer who grew up in a neurodiverse family.
Her work is grounded in collaboration, curiosity, and care — supporting children, teens, and adults in ways that affirm who they are, not who they’re expected to be. Sandy focuses on goals that truly matter to each individual and their community, from communication and connection to emotional regulation.
She also mentors other Speech Pathologists and coordinates the Neuro & Queer Affirmative Network for professionals to learn together, advocating for inclusive community that celebrate diversity and empower authentic communication.
A Neurodiversity-Affirming Way to Support Social Communication
Social communication is often misunderstood and taught through a neurotypical lens — one that prioritises conformity and rule-following over authentic connection. This breakout session will explore a neurodiversity-affirming way of supporting social communication that values diverse communication styles, honours autonomy, and celebrates the many ways people connect.
Drawing on research and lived experience, we will discuss how autistic and ADHD communication differences — such as echolalia, parallel play, info-sharing, and deep interests — are meaningful, adaptive, and relational. Rather than teaching “social skills” as a set of fixed rules, we explore how facilitating perspective-sharing and curiosity between neurotypes can build understanding and flexibility.
Through discussion, reflection, and practical examples, this session highlights how neurodiversity-affirming approaches can reduce masking, foster authentic interaction, and empower neurodivergent individuals to express themselves in ways that feel safe and true. Participants will leave with ideas they can apply immediately to promote connection, collaboration, and belonging for people of all neurotypes.
Siobhan Dow-Hall
Siobhan Dow-Hall
Siobhan Dow-Hall studied acting at WAAPA, obtaining a BA (Acting) in 2008. She has worked professionally as an actor since then. She completed her MA by Research in 2017. Siobhan is currently completing her PhD at WAAPA, a practice-led project focusing on actor wellbeing in training and performance. Siobhan has been teaching acting since 2009, at various acting studios and for multiple Universities. In 2022 Siobhan became Theatre Studies Coordinator at the University of Notre Dame Walyalup/Fremantle. She has both a personal and professional interest in Neurodiversity, having provided practical support for her Autistic brother since childhood.
A Tale of Two Siblings
Presented by Liam Dow-Hall and Siobhan Dow-Hall
Born with cerebral palsy and autism, Liam applied courage, resilience and his special brand of humour to overcome bullying at school, discrimination at TAFE and an inflexible employment market. By focussing on his strengths and taking “the road less travelled” Liam defied many of the early predictions for his future. He now has permanent part-time employment in a job he loves. Underpinning the success of his journey was the constant support of his parents and older sister Siobhan. So when Siobhan suggested they set up house together so that she could continue the support as their parents aged the family rallied. And the planning and preparation began. The family designed a house that would allow for each of them to have their own independence and relationships while also meeting Liam’s support needs.
Six years have elapsed since they moved in. Some things went according to plan. They have developed relationships within the local community and engaged with NDIS. They discovered some types of support were even more effective coming from the same generation. Unexpected bonuses came in the form of new job opportunities for each of them. Like the rest of us, they were forced to negotiate the problems of multiple adults working from home during COVID, rising interest rates and the cost-of-living crisis.
Is it a success? Is it sustainable? Is it madness? How do you balance the needs, hopes and dreams of a neurotypical vegan actor and a football-mad autistic meat-lover? They say it takes a village to raise a child. Liam and Siobhan will talk about how they’ve moved onto the next “village”.
Sonya Girdler
Sonya Girdler
Sonya Girdler is a Professor of Occupational Therapy and Director of the Curtin Autism Research Group at Curtin University, in Perth, Western Australia. She is a member of the Australian National Autism Co-operative Research Centre and affiliated with the Center of Neurodevelopmental Disorders at Karolinska Institutet (KIND) in Sweden.
Sonya has extensive experience in the field of autism research. She is particularly interested in enabling the participation of autistic individuals in education and employment, and the development, evaluation and translation into practice of evidence-based interventions (particularly those focussing on social skills, strengths-based approaches, peer mentoring and mental health).
Sonya has published over 150 publications and supervised 17 PhD students to completion on these topics. Sonya is passionate about co-producing research with her autistic colleagues and interdisciplinary research, believing that ‘magic happens’ when neurodivergent individuals share their ideas and talents.
In 2022 Sonya was the joint winner of the Western Australian Premier’s Science Awards for the Chevron Science Engagement Initiative of the Year; and, in 2023 the International Gold Winner of the Access, Diversity and Inclusion Award for Empowering Neurodiverse Adolescents, Awarded by Quacquarelli Symonds (QS) Reimagine Education Awards.
Presented by Elinda Lee and Sonya Girdler
Social participation is central to students’ wellbeing, learning, and sense of belonging at school. Many autistic students, however, experience barriers to social connection that are shaped not only by individual differences, but also by school environments, routines, and expectations. SCHOOL KONTAKT is a strengths‑based, school‑embedded program designed to support meaningful social participation by focusing on peer relationships, group belonging, and responsive facilitation.
This talk presents findings from Stage One of the evaluation of SCHOOL KONTAKT, based on data collected up to June 2026 across Western Australian primary and high schools. The program was delivered in 14 high schools and 8 primary schools, including government schools with and without Specialised Learning Programs – Autism (SLP‑A), independent schools, and regional schools. Evaluation used pre‑test, post‑test, and follow‑up designs, supported by qualitative feedback from students and program trainers/teachers.
Across both primary and high school contexts, students made significant progress towards their personally meaningful social goals, with improvements sustained over time. Both high school and primary school students demonstrated gains in achieving their personally meaningful social goals, while high school parents reported improvements in their children’s social functioning.
Qualitative findings highlighted the importance of structured group discussions, shared activities, and flexible facilitation, with students describing strong feelings of inclusion and peer understanding. Implementation feedback informed program refinements, including changes to program length, resources, and delivery supports.
This presentation highlights how environmental and relational approaches, embedded within everyday school practice, can promote social participation and belonging for autistic students.
Presented by Sonya Girdler and Sven Bolte
Over the past five decades, engagement in autism and neurodivergence has evolved through distinct waves, each shaping advocacy and inclusion. Wave 1 emerged approximately 50 years ago, driven by parents and relatives who founded the first interest organisations and initiated awareness efforts. Wave 2 gained momentum in the 1990s and accelerated in the past decade, as individuals with lived experience organised, united, and amplified their voices, advancing rights and self-advocacy. Today, we stand at the threshold of Wave 3, which calls for the active engagement of broader society: service providers, businesses, policymakers, and the general public. This wave is essential to achieving true accessibility and equity.
In this presentation and panel discussion we will explore the challenges hindering this societal shift, alongside inspiring examples of inclusive practices from around the world and locally in Perth. By examining these developments, we aim to highlight strategies that foster meaningful participation and collaboration across all sectors, ensuring that engagement moves beyond awareness to systemic change.
Stephanie Robertson
Stephanie Robertson
Steph Robertson is an experienced multiply-neurodivergent occupational therapists, speaker and advocate, with a commitment to trauma responsive and neurodiversity-affirming practice. Steph draws on her professional, research and lived experience in her practice. Through her work, Steph empowers individuals, parents, therapists and educators to foster understanding, self worth, and connection within the neurodivergent community. Steph delivers impactful talks, trainings, and resources designed to support the deep socio-political shift to more inclusive and affirming spaces for all people.
Autistic Joy as a Tool for Healing
Autistic joy is a profound experience that resonates through mind, body, and spirit. For autistic people, joy is not a superficial state but an embodied way of being that supports regulation, identity, belonging, and overall wellbeing. This presentation reclaims joy as an essential element of healing and thriving for autistic people.
Drawing on lived experience and neurodiversity-affirming practice, we will explore how joy manifests across sensory experiences, special interests, and monotropic flow states. From the delight of stimming, to the deep satisfaction of immersing in a passion, to the grounding comfort of sensory attunement—joy provides vital pathways for self-expression, connection, and resilience.
Participants will be invited to reframe their understanding of autistic support by centering joy as not merely an “extra” but as a fundamental human right. We will examine how prioritising joy disrupts deficit based narratives, strengthens identity, and offers practical tools for wellbeing. By recognising autistic joy as central rather than peripheral, we can create environments that honour autistic ways of being, and open new possibilities for flourishing across the lifespan.
Sven Bölte
Sven Bolte
I am Professor of Child and Adolescent Psychiatric Science since 2010 at KI. Additionally, I direct the Center of Neurodevelopmental Disorders at KI (KIND), and head the Neuropsychiatry Division at the Department of Women’s and Children’s Health. On the clinical side I work as a senior consultant in clinical psychology and specialist in neuropsychology at child and adolescent psychiatry Stockholm.
I have diverse national and international commissions, for example I am visiting professor at the Central Institute of Mental Health, University of Heidelberg, research associate at Curtin University in Perth (Autism Research Group), founder of the Scientific Society Autism Spectrum, editor of Child and Adolescent Psychiatry and Mental Health, and editor in chief of the Scandinavian Journal of Child Psychiatry and Psychology. I am international ADOS-2 and ADI-R trainer, board member of Autism Sweden and Education Science at the Swedish Research Council. I have received several recognitions, such as the ”Life Watch Nordiska Priset”, ”Årets Ljus” (Society Attention), ”Fellow of the International Society for Autism Research” (INSAR), and Psynkpriset GNET (Swedish Municipalities and Regions).
I have published more than 600 original articles, reviews, book chapters, assessment and intervention tools in the field of autism spectrum, ADHD, other neurodevelopmental conditions and mental health, which have been cited more than 40,000 times (H-index 99).
The Third Wave of Engagement: Towards Inclusive Societal Participation in Autism and Neurodivergence
Presented by Sonya Girdler and Sven Bolte
Over the past five decades, engagement in autism and neurodivergence has evolved through distinct waves, each shaping advocacy and inclusion. Wave 1 emerged approximately 50 years ago, driven by parents and relatives who founded the first interest organisations and initiated awareness efforts. Wave 2 gained momentum in the 1990s and accelerated in the past decade, as individuals with lived experience organised, united, and amplified their voices, advancing rights and self-advocacy. Today, we stand at the threshold of Wave 3, which calls for the active engagement of broader society: service providers, businesses, policymakers, and the general public. This wave is essential to achieving true accessibility and equity.
In this presentation and panel discussion we will explore the challenges hindering this societal shift, alongside inspiring examples of inclusive practices from around the world and locally in Perth. By examining these developments, we aim to highlight strategies that foster meaningful participation and collaboration across all sectors, ensuring that engagement moves beyond awareness to systemic change.
Tammy McGowan
Tammy McGowan
Tammy is an experienced trainer and disability consultant. Tammy participates in several disability advocacy groups. She is also autistic, an ADHD’er and Dyslexic with Auditory Processing Disorder, and multiple chronic health issues.
Presented by Andrew Radford and Tammy McGowan
TBC
Presented by Andrew Radford and Tammy McGowan
As autistic adults move through life, we experience transitions that are often overlooked — changes in health, work, relationships, support networks, and identity. For many of us, middle age brings both new challenges and opportunities for growth, reflection, and self-understanding.
In this presentation, Andrew Radford and Tammy McGowan will share their lived experiences of navigating these transitions as autistic adults with fluctuating support needs. They will explore what ageing means in the context of autism, and how shifting roles, responsibilities, and expectations can impact wellbeing, independence, and community connection.
Drawing on their experiences as leaders, employees, advocates, and friends, Andrew and Tammy will discuss what has helped them adapt and thrive — including supported decision-making, flexible supports, and meaningful community roles. The session will invite participants to reflect on how systems and services can better support autistic adults through lifelong transitions, ensuring that middle age is recognised not as an endpoint, but as a new chapter for inclusion and self-determination.
Tara Joyce
Tara Joyce
Tara Joyce is a Clinical Psychologist who has a a strong passion for providing neurodiversity affirming services to clients who are Autistic or ADHD and who require support for co-occurring mental health difficulties and executive functioning challenges.
Rejection Sensitivity (RSD): Navigating the Neurodivergent Emotional Landscape
Presented by Isobel Ziatas and Tara Joyce
Rejection Sensitivity Dysphoria (RSD) is an intense, often overwhelming emotional response to perceived or actual rejection, frequently experienced within the neurodivergent community. While not a formal clinical diagnosis, RSD is a deeply felt reality that can transform everyday interactions into sources of profound self-doubt and anxiety. These experiences often activate reflexive coping mechanisms, ranging from chronic people-pleasing to complete emotional shutdown. In this presentation, Tara and Isobel explore the nuances of RSD while acknowledging the importance of understanding and compassion.
Dr Theresa Kidd
Dr Theresa Kidd
Dr Theresa Kidd is a clinical psychologist, research fellow, author, and the clinical director of The Kidd Clinic, a private psychology group practice focussed on Autism, ADHD, and Mental Health across the lifespan. Theresa is committed to helping neurodivergent individuals of all ages to minimise their challenges, increase their strengths and to achieve meaningful life goals. Drawing from her own experience of living within a neurodivergent family, Theresa is passionate about increasing family quality of life by assisting families to be as strong and healthy as possible.
The ADHD and Autism Overlap: Identity and Perimenopause for Neurodivergent Women
Presented by Miriam Kirby and Theresa Kidd
This presentation delves into the unique intersection of ADHD and autism in women, exploring how these neurodivergent identities shape experiences during perimenopause. For example, some autistic people report that menopause played a role in discovering that they are autistic, as their autistic characteristics became more apparent during menopause or perimenopause. Also, some autistic people with ADHD have found that their ADHD traits became more prominent during this transition time. We’ll discuss the challenges and strengths that emerge from this overlap, the impact on selfidentity, and how to navigate the physical and emotional changes of perimenopause with neuroaffirming strategies and a self-compassionate approach.
Yvonne Kilpatrick
Yvonne Kilpatrick
My experiences as a psychologist, autistic ADHDer, trauma therapist, co-Director of an established private practice, and Mum of four in a neurodiverse family give me unique insights into many topics relating to mental health, neurodivergence and parenting.
My speaking style is warm and engaging – no one wants to sit through a death-by-slideshow presentation, and it’s easier to learn through story and activity.
When Your Parenting Journey Looks Different Than You Imagined
Every parent experiences a gap between what they thought parenting would be like and what it’s actually like most days! As parents of autistic kids we need to make extra adjustments to that gap and the sense of difference or loss can be hard to manage. This session is focused on mindset shifts and tools to help you hold onto delight and connection whilst addressing the gap. It’s okay to mourn the “typical” parenting experience while fiercely loving your child. It’s helpful to acknowledge that your reality – filled with appointments and more intense sensory and emotional experiences – is quite different and a lot harder than what you imagined while recognising the things that are okay or even wonderful.