Lynne Miller graduated from Wollongong Teacher’s College with a Diploma of Education in 1964 and began her teaching career at Kurnell, later teaching at Oatley West before moving into casual teaching after having her first child.
Her connection with Aspect began in the early 1990s after her daughter was diagnosed with autism and enrolled in Aspect’s Early Intervention Program. At the time, autism understanding was limited, and Lynne says the support her family received from Aspect teachers was life changing.
In 1994, Lynne joined Aspect’s casual teaching staff while continuing her work with the Department of Education, before becoming a full-time staff member in 1997. Over the years she has worked across several Aspect sites including Peakhurst, Kirrawee and Loftus, where she still works today on a permanent part-time basis.
Meet Lynne
How did your connection with Aspect first begin, and what did it mean to you at the time?
My daughter was diagnosed with autism when she was two years old. During that time, an early intervention teacher, Rowena Perritt, visited our home and offered support that was incredibly meaningful to me. She shared practical, respectful strategies that helped me better understand my daughter and better cope as a parent. That support made an enormous difference during an important time in our lives and meant the world to me.
What is one memory or moment from your time with Aspect that has stayed with you over the years?
I get excited when I see our students make what might look like a small step, knowing that for them and for their families it represents a meaningful and significant leap forward.
I believe that even the smallest of their achievements is a cause for celebration. If I can help our students and their families on their journey, then I’ve achieved what is commonly called job satisfaction.
From your perspective, how has understanding of autism, and support for Autistic people, changed over time?
Over the years, I have seen growing awareness of autism, alongside broader understanding and a stronger sense of inclusion across schools and the wider community. There is now more recognition that every Autistic person is different, with their own strengths, challenges and ways of communicating.
I think communities are becoming more welcoming and supportive for Autistic people and their families, and there is greater willingness to listen, learn and adapt. While there is still more progress to be made, it has been encouraging to see these positive changes over time.
What does inclusion for Autistic people mean to you personally, and how have you seen it take shape in your community or profession?
Personally, my daughter is Autistic, and I have seen her meaningfully included within her community. She holds a driver’s licence and independently drives to her community access programs, where she looks forward to genuine social connection.
Through my work with students on community outings, I have also noticed a growing acceptance from the wider community, including greater understanding and compassion when students communicate or express themselves in ways that may be perceived as challenging.
Looking ahead, what would you love to see for the future of autism understanding and support in Australia?
I would love to see continued growth in inclusion and understanding of autism, alongside even greater visibility of Autistic experiences across Australian society. The more people understand autism, the more opportunities there are for genuine acceptance, connection and support.
Programs such as Love on the Spectrum help celebrate Autistic people’s relationships, personalities and strengths, while also helping challenge outdated stereotypes. I think representation like this plays an important role in building broader community understanding, acceptance and respect.
As a long-serving teacher, what have you learnt from your students over the years that has stayed with you the most?
I have learnt to keep trusting the journey and never give up, knowing that progress will come, often in ways that look different and unfold at each student’s own pace.
My students have taught me the importance of patience, flexibility and celebrating every achievement, no matter how small it may seem to others. Some of the most meaningful progress happens gradually over time, and those moments can have an enormous impact on students and their families.
You’ve seen many students grow and develop during your time at Aspect. What are some of the moments that have made you feel most proud as an educator?
Our Aspect South East Sydney School end-of-year graduation is a time to celebrate our students’ school achievements in a formal setting, ensuring they have the same access to meaningful milestones as their mainstream peers.
Seeing students on the dance floor expressing their authentic selves, celebrating one another, and sharing the moment with their families highlights their strong sense of belonging within the wider school community.
From your experience in the classroom, what do people often misunderstand about Autistic students, and what would you want them to understand instead?
I would want people to understand that behaviour of concern is often a means of communication. Sometimes students may be expressing anxiety, frustration, sensory overwhelm or difficulty communicating their needs in that moment.
Rather than focusing only on the behaviour itself, it is important to look at what the student may be trying to communicate and how we can better support them. With understanding, patience and the right support, students are often able to feel safer, more connected and better understood.
