At only 15 years of age, AASQA student Mina Bateman is among the youngest-ever people to pass a complex software testing exam.
The globally accredited exam is the foundation level of the International Software Testing Qualifications Board (ISTQB) – and is so challenging that it is normally taken by university graduates and IT professionals. Mina said that being one of the youngest people to pass the exam is pretty cool. “I have always been interested in electronics in general – since I was four years old,”
Mina said. “I became interested in computers because they have a lot of electronics in them, and more recently I have become interested in the software side.”
When asked about the program, Mina said she enjoyed being able to talk to like-minded people and that the accreditation will be helpful for her future.
“I would like to work in a computer related industry, but I’m not sure what the best path will be for me,” She said. “I think it will be something to do with setting up and troubleshooting computer systems.”
Mina’s parents were thrilled with their daughter’s achievement and praised the AASQA program for offering neurodivergent children alternative pathways to tertiary education.
“Mina struggled with certain subjects in school, particularly English, which could have prevented her from taking all the subjects needed for university entrance. Her ISTQB certification and skills learned through AASQA are helping her build a graduation portfolio for alternate University entry if needed.” Mrs Bateman said.
said.

AASQA provides specialized education and training programs for neurodivergent individuals. We aim to identify and develop individual strengths helping them to transition to further education and employment. Our ability to co-design a process that is tailored to meet the learning needs of each individual is one of our strengths. We provide personalized support and guidance to help participants achieve their goals, access industry-aligned training material, and peer mentoring support.
AASQA recognizes the importance of strong partnerships to fulfill our mission. We collaborate with researchers, clinicians, and educators to stay up-to-date with the latest developments in strength-based education and intervention. This collaborative approach helps to share knowledge, best practices, and resources to improve outcomes for neurodivergent individuals. Partnerships with community organizations, businesses, and government agencies are also important for creating opportunities for neurodivergent individuals to fully participate in all aspects of community life. AASQA works with a range of partners to promote understanding and acceptance of neurodiversity at work and to create opportunities for employment. Finally, partnerships with donors and supporters are critical to AASQA's ability to fulfill our mission. We rely on the generosity of individuals, foundations, and corporations to support their programs and services and invest in the future of neurodivergent individuals.
Overall, AASQA is committed to empowering neurodivergent individuals by providing them with the necessary education and support to develop their unique strengths and abilities. Our collaborative approach, coupled with strong partnerships, enables us to create a more inclusive society that embraces neurodiversity at the national level.

The Advisory Board of AASQA has recognized the need for an organization focussing on supporting autistic students as they transition through different stages of the education system. This organization also collaborates with industry partners to enable students' placement into inclusive and supportive workplaces. This will benefit individuals, families, industry, and the community at large. To explore the feasibility of such an organization, AASQA coordinated a series of professionally facilitated stakeholder engagement workshops throughout 2021 to gather feedback on the proposed "Student Journey" model and to identify benefits, risks, and opportunities. The feedback received has strongly supported the development of a "Neurodiversity College" in Western Australia. As Curtin University is already an international leader in autism research and service provision, the proposed college will formalize the integration and scale-up of current successful programs run independently as a for-profit organization. In the first stage of the plan, a funding strategy will be developed for the college, based on a co-funding scheme between investors, local government, businesses, and state/federal governments. Foundation partners will be invited to join, particularly those with shared Corporate Social Responsibility (CSR) or established links. In stage two, the college will begin attracting domestic students, including regional students, through the programs currently offered by AASQA. A strong feeder system will be developed to attract students to the college. In stage three, a fit-for-purpose facility will be constructed to provide student accommodation, a sensory-friendly environment, innovation space, and other facilities to foster an inclusive community for student engagement and learning.