Greg Warren was born and raised in Dubbo and has Yuin indigenous heritage through his paternal grandmother. Along with his two brothers, he attended St Johns Catholic College and enjoyed playing cricket, soccer and rugby union.

After enlisting in the Australian Regular Army and leaving home at age 17, Greg spent a decade as a soldier serving in both the Royal Australian Infantry Corp (RAINF) and the Royal Australian Corp of Transport (RACT) as a rifleman, paratrooper, marksman and driver with numerous postings both domestically and abroad. Following his military service, Greg moved to the Macarthur region to start his family, with both sons born in Campbelltown Hospital, and begin his civilian working life as a truck driver and logistics professional.

Before being elected to Parliament in 2015, Greg had a successful corporate career on various boards and held numerous leadership positions including as a General Manager, State Operations Manager and NSW Network Supply and Procurement Manager of both international and domestic logistics firms. He is a former local Councillor, Mayor and Deputy Mayor and holds a Bachelor of Business (BBus) and a Master of Business Administration (MBA), majoring in Economics & Globalisation.

Greg has completed the Kokoda Track twice with fellow veterans and local charities supporting disadvantaged youth and veterans support. He has a long-standing personal passion supporting numerous charities including Soldier On, St Vincent de Paul, Mater-Dei and others. Greg is also a volunteer with the NSW SES and has dedicated his entire adult life to community service, in various capacities. He remains a member of his local RSL Sub-Branch and is honoured to be Patron of Macarthur Vietnam Veterans along with a number of other local sporting groups.

Greg cares deeply about Campbelltown and the Macarthur region, which he has called home for more than 20 years. As the Member for Campbelltown, he has fought for services and infrastructure which the local community needs, both now and into the future. Looking ahead, Greg will continue his fight for these improvements in health and education services, infrastructure and public transport, in additional to his personal focus on supporting homelessness, domestic violence services and veterans support organisations.

We’re delighted to welcome Dr Ben Bailey, Lecturer at the University of Newcastle, to the Community of Practice event at NSW Parliament House.

A certified practicing Speech Pathologist and researcher, Dr Bailey’s work centres on supporting children’s communication development — from oral language, reading and writing, to play and participation in the community. His research takes an innovative, co-designed, interdisciplinary approach, with a strong focus on identifying supports that make a meaningful impact on children’s lives.

At the event, Dr Bailey will share what the current research tells us about effective literacy instruction, highlight some of the key gaps that remain, and explore the next steps for turning these insights into real classroom impact in partnership with Autistic students and their supporters.

With over two decades of experience across both mainstream and specialist settings, Steph Hopkins is a passionate educational leader committed to inclusive practice and collaborative leadership. Currently Principal of Arranounbai School for Specific Purposes (SSP) in Frenchs Forest, Steph leads a dynamic team supporting students with autism, intellectual disabilities, complex trauma, behavioural and emotional challenges, physical disabilities, and high medical needs.

Steph's leadership journey spans more than 30 years and includes diverse roles within the NSW Department of Education, including at Hebersham, Lane Cove, and Oxley Park Public Schools, as well as a leadership position at Penrith Anglican College. With specialised expertise in behaviour support, autism, and intellectual disability, she champions inclusive, student-centred, team-based approaches that foster independence for all learners.

Steph's international experience as a SENCO and Gifted & Talented teacher in London adds a global perspective to her work. She strongly believes that inclusion thrives through collaboration—reflecting the true spirit of a Community of Practice.

Rowena Perritt is a dedicated educational leader with over 20 years of experience as a Special Education Teacher, specialising in autism. Her career reflects a deep commitment to inclusive education and evidence-informed practice. Rowena has held several senior leadership roles, including Principal at Sylvanvale School, Principal at Aspect South East Sydney School, and Deputy Director of Education at Autism Spectrum Australia (Aspect). She is currently Principal at Aspect South Coast School, where she leads a team focused on creating supportive, person-centred learning environments for students on the autism spectrum. Rowena is known for her strategic leadership, collaborative approach, and unwavering advocacy for neurodiverse learners. Her work continues to shape inclusive education across the South Coast region and beyond.

Haty Fiorani is a passionate educator and accomplished leader with a wealth of experience in supporting students on the autism spectrum. As Leader of Learning & Wellbeing at Aspect South Coast School, Haty champions inclusive education through strong partnerships with host schools, fostering environments where neurodiverse learners thrive.

She is passionate about Positive Behaviour Support and plays a key role in mentoring both staff and students to deepen their understanding of autism and diversity. Haty regularly facilitates staff training at host schools and leads staff meetings, ensuring that inclusive practices are embedded across all learning environments.

A strong advocate for student voice, Haty actively co-presents with autistic students, empowering their perspectives and promoting authentic inclusion. Her work reflects a deep commitment to building respectful, informed communities that celebrate difference and support every learner’s potential.

We’re proud to welcome Eliza Tait, Deputy Premier of the NSW Youth Parliament, to the Community of Practice event at NSW Parliament House.

At just 18, Eliza is already a student, advocate, and researcher dedicated to improving the quality of life for young people with disability in Australia. Diagnosed with autism at 14, her lived experience across private, public, and specialised schools fuels her commitment to genuine education reform.

In her role with the NSW Youth Parliament, Eliza co-authored the Needs Based Transition Program Bill, advocating for structural change to better support students with disability. She has also contributed to the Parliamentary Inquiry into foundational support for children and young people with disability, ensuring that the voices of students are represented in shaping future policy.

Her thesis, Reimagining Inclusion: Education reform for twice-exceptional students in post-Royal Commission Australia, critiques the current education system and calls for universal design, stronger anti-discrimination policy, and safe, inclusive environments for all learners.

Eliza is helping to shape the future of inclusive education and working to ensure that inclusion is not just an aspiration — but a lived reality.

Melinda is an accomplished education leader with over 30 years of experience specialising in diverse and additional learning needs. Her career has spanned both mainstream and specialised settings, and through her various roles with Sydney Catholic Schools has cultivated deep expertise in educating students with disabilities. Her academic credentials include a Diploma of Education, a Bachelor of Special Education, a Master of Inclusive Education, a Graduate Certificate in Autism, and a Completion Certificate in the Neurobiological Bases of Autism. These qualifications have further honed her knowledge for supporting individuals on the autism spectrum and students with complex needs. As the current Specialist for Diverse Learning Infrastructure at SCS, Melinda is committed to expanding specialised educational opportunities. A significant part of Melinda's role is building the capacity of school leaders and teaching teams in evidence-based best practice for teaching students with complex educational needs. Melinda's dedication ensures that students with diverse learning needs receive the best possible educational opportunities, fostering environments where all learners can thrive.

Anna is a dedicated and experienced education leader, with international and national experience across a range of school settings. Her career in leadership positions, and as National Leader of Education in London reinforced her experience in early intervention, inclusive pedagogies and strategic team development and collaboration. She is focused on ensuring every student thrives through a student-centered approach, to champion high quality, equitable education and transformative leadership.

Anna currently is a Principal of an Aspect School in North Sydney.

Jenny Zagas, Principal of Lucas Gardens School, brings over 37 years of dedicated service in special education to the Community of Practice event at NSW Parliament House. She has worked across mainstream schools, support units, and specialist schools (SSPs) in both teaching and leadership roles — always guided by the belief that every child deserves a rich, comprehensive education that builds skills, confidence, and opportunities to thrive.

As an educational leader within the NSW public education system, Jenny has led schools supporting students with disability, mental health challenges, and those accessing education within juvenile justice centres. At Lucas Gardens, she leads a specialist setting supporting students aged 4 to 18 with intellectual disability, alongside additional needs such as autism, physical disability, complex medical needs, and sensory impairments.

At the event, Jenny will share her insights as part of a panel discussion on working with allied health professionals – exploring how collaboration can deliver better outcomes for students and families.

Melanie Meers is currently the Principal of Anson Street School in Orange, the largest regional and rural K-12 public school for children and young people with disabilities in NSW. Leading a staff of more than 100, Melanie is a passionate and dedicated educational leader.

Across a career spanning over 30 years, Melanie has worked in a number of educational positions including teacher; behaviour, literacy and disability consultant; NESA Liaison Officer; Director; and for the last 10 years as Principal.

Melanie has worked predominantly in the public sector, but she has also worked with the NSW Education Authority and Catholic Education.

Melanie’s particular areas of interest focus on inclusive practice; mindfulness and wellbeing; adult professional learning and educational leadership; improving life outcomes for students with mental health disorders, trauma and challenging behaviours; and policy development.

Jill Hellemans is a distinguished Behaviour Analyst with over 25 years of experience supporting children with diverse needs, their families, and educators across homes, schools, and preschools. Holding a Master’s in Special Education and a Post Graduate Diploma in Child and Family Counselling, Jill blends clinical expertise with strategic leadership to drive inclusive, evidence-based practice across sectors.

She co-developed Sydney’s pioneering not-for-profit early intervention service, embedding the science of behaviour and learning within a family-centred, key worker model.

In 2024, Jill piloted an innovative early intervention program within a mainstream preschool, integrating Multi-Tiered Systems of Support (MTSS) into the Early Years Framework. She currently works alongside teachers to implement functional curriculum such as Essentials for Living, and has introduced Skill-Based Therapy across Sydney schools transforming how educators play, engage, and adapt learning environments to support student interests.

Renowned for her strength-based, compassionate approach, Jill excels in assessment, intervention, and system-wide change ensuring every child has access to high-quality education and foundational supports.