# How do early childhood teachers include autistic children under the EYLF?

> Linking EYLF V2.0 principles and outcomes to everyday inclusion of autistic children, with planning and documentation ideas.

URL: https://theautismkit.com/guides/eylf-autism-inclusion
By The Autism Kit team · Updated 2026-09-27

**Short answer:** The Early Years Learning Framework (V2.0) supports inclusion through principles like high expectations and equity, respect for diversity and partnerships with families. For autistic children, that looks like planning from strengths and interests, predictable routines with visual supports, valuing all communication, and documenting progress with families across the five learning outcomes.

**Key takeaways**
- The EYLF V2.0 supports **inclusion, high expectations and equity**.
- Plan from each child's **strengths and interests**.
- Use **visual routines** and value **all communication**.
- Document progress **with families**.

## How does the EYLF support inclusion?

The Early Years Learning Framework V2.0 guides educators working with children from birth to five and through the transition to school. It emphasises principles such as high expectations and equity, respect for diversity, and partnerships with families.[1]

## How do I plan for an autistic child?

1. **Start with strengths and interests.** What does the child love and do well?
2. **Agree goals with the family**, and with therapists if involved.
3. **Build goals into routines**: requesting at snack, turn-taking in play, following a visual routine at pack-up.
4. **Adjust the environment**: visual timetable, quiet space, fewer transitions.

Australia's national guideline recommends family-centred, strengths-focused, neurodiversity-affirming supports.[2]

## How do visual supports fit?

Visual timetables, now-and-next boards and choice boards make the day predictable and support communication. They're an evidence-based practice from early childhood onwards.[3]

**Everyone benefits.** A visual timetable at child height helps every child know what's coming, not just autistic children.

## How do I document learning?

**Try:**
- Short observations linked to the learning outcomes
- Noting what support helped
- Sharing progress with families regularly

**Skip:**
- Documenting only what a child can't do
- Comparing children with each other

**Big changes ahead.** From October 2026, Thriving Kids brings new supports for young children with developmental delay or autism. See [How
  do early childhood teachers work with families during Thriving Kids?](https://theautismkit.com/guides/early-childhood-thriving-kids)

Free printable: [Free printable: classroom pack](https://theautismkit.com/printables/classroom-pack.pdf)

## What can I try this week?

- [ ] Write down one child's strengths and interests
- [ ] Agree one goal with the family
- [ ] Find two routine moments to practise it

## Common questions

### Do I need a separate plan for an autistic child?

Not necessarily. Many services plan within the usual cycle, adding individual goals and supports agreed with the family and any therapists.

### How do I include therapists' goals?

Ask families to share therapy goals, then look for natural moments in your program to practise them, like snack time for requesting.

### How do I document progress?

Short observations linked to the learning outcomes, with photos or work samples where appropriate, shared with families.

## Sources

1. ACECQA: The Early Years Learning Framework for Australia V2.0. https://www.acecqa.gov.au/sites/default/files/2023-01/Belonging_Being_And_Becoming_V2.0.pdf
2. Autism CRC: Supporting autistic children national guideline. https://www.autismcrc.com.au/best-practice/supporting-children
3. AFIRM (UNC Frank Porter Graham): Visual supports evidence-based practice brief. https://afirm.fpg.unc.edu/wp-content/uploads/Visual-Supports-Brief-Packet.pdf

General guidance, not a diagnosis or treatment plan. Talk with your pediatrician or a developmental specialist about your child's care.