Accommodations and adjustments for high school

Accommodations and adjustments refer to various modifications and supports tailored to assist students with autism in navigating the educational setting more effectively.

These adjustments are designed to address learning, communication, and behavioural management challenges, creating an inclusive environment that caters to the diverse needs of students with autism. 

Accommodations for students with autism are essential in transforming traditional educational settings into inclusive spaces that promote learning and personal development. These modifications do not alter educational standards but adjust the learning process to accommodate each student's unique needs. By integrating specific changes in classroom setups, instructional materials, communication methods, and behavioural management strategies, educators can effectively support students with autism.

The primary objective of these accommodations is to bridge gaps in accessibility and comprehension, enabling students to achieve their academic potential alongside their peers. For example, modifications might include providing visual aids, simplifying instructions, or incorporating technology that supports communication. These tailored interventions ensure that students with autism are not just present in classrooms but are active, engaged participants in their education.

Eligibility for receiving accommodations

Under Australian law, particularly the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, schools must make reasonable adjustments for students with disabilities, including autism, to ensure they have the same educational opportunities as other students. These laws provide a strong foundation for the rights of autistic students to access appropriate academic adjustments.

Eligibility for receiving accommodations in high schools is determined based on the student’s specific needs related to autism and other conditions. Generally, the process begins with a formal diagnosis from a qualified health professional. A collaborative approach involving the student, parents or carers, educators, and specialists assesses the student’s unique needs and determines the necessary accommodations.

To begin the accommodations process, the student’s educational team will typically require comprehensive documentation of the autism diagnosis from a healthcare provider. This documentation should include assessing how the student’s autism affects their learning and daily school activities. It often helps to provide educational and psychological assessments conducted by a school psychologist or other educational specialists.

Types of accommodations and adjustments 

Navigating the traditional educational environment presents distinct challenges for students with autism, particularly communication and social interaction. Educators and schools must implement targeted accommodations and adjustments that address these unique needs to create an inclusive and supportive learning atmosphere. Here is a range of strategies designed to enhance academic and social outcomes for students with autism within high school settings.

Sensory breaks

Many students with autism experience sensory sensitivities that can cause sensory overload and emotional dysregulation, which affects their academic performance and emotional state. Sensory breaks are critical as they allow students to manage sensory input and regain focus. These breaks involve activities in a sensory room equipped with tactile toys, soft lighting, or sound-absorbing materials to create a calming environment.

Visual schedules

Visual schedules are an effective tool for reducing uncertainty and anxiety, which are common in students with autism. These schedules use symbols or images to represent the daily activity sequence, helping students understand and anticipate the day's structure. This clarity can decrease anxiety and help in smoother transitions between tasks, particularly in high school, where changes and transitions occur frequently.

Quiet spaces

Creating quiet spaces within educational settings provides a retreat for students with autism to escape the hustle and bustle of school life. These areas are designed to be minimally stimulating and provide a safe space where students can relax and decompress from sensory and social stimuli.

Noise-cancelling headphones

For students particularly sensitive to auditory input, noise-cancelling headphones can be a game-changer. These devices help to block out ambient classroom noise and other distracting sounds, allowing students to concentrate on their work and participate more effectively in learning activities.

Fidget toys

Fidget toys can benefit autistic students by providing a sensory outlet that can help improve concentration and reduce anxiety. These toys allow subtle movement and sensory exploration, which can aid in maintaining focus during lessons.

Preferential seating

Strategic seating arrangements can significantly improve students' learning experience. For example, educators can facilitate a better learning environment by placing a student with autism in a part of the room that minimises distractions and maximises engagement (for instance, away from high-traffic areas).

Positive reinforcement

Positive reinforcement is a strategy for supporting behavioural and educational goals. This might include praise, tokens, or other meaningful rewards to the student, encouraging them to engage in desired behaviours and pursue academic efforts.

Clear expectations

Clear, consistent expectations and instructions can alleviate confusion and anxiety for students with autism. Educators should use straightforward, concise language and visual supports to clarify tasks and behavioural expectations.

Social skills training

Developing social skills is important for students with autism to help them navigate interpersonal interactions. Structured social skills training can include role-playing scenarios, social stories, and other activities that teach differences in communication and social norms. This can be beneficial at school recess and lunch breaks to cater to special interest clubs and other activities.

Peer mentors

Pairing students with autism with peer mentors can help facilitate social integration and provide additional support. These mentors can assist with academic tasks, model appropriate social behaviour, and offer friendship in an otherwise intimidating setting.

Breaks between activities

Scheduled breaks between tasks can prevent cognitive overload and help students with autism manage their energy levels throughout the school day. These breaks should be structured and predictable to provide a consistent routine.

Assistive technology

Technology can significantly assist students with autism, especially those with communication or organisation difficulties. Tools such as speech-to-text software, communication apps, or digital organisers can support challenges and enhance learning independence.

Modified assignments

Another essential accommodation is modifying assignments to align with a student's learning pace and style. This may involve altering the complexity of tasks, providing different forms of input or output, or adjusting workload expectations.

Behavioural supports

Implementing strategies to manage behaviours that may interfere with learning and social interactions is critical. These might involve positive reinforcement techniques, structured schedules that reduce anxiety, and clear, consistent expectations.‍

Assessment modifications

Adjusting how students with autism are tested can help provide a more accurate measure of their abilities and knowledge. This could mean offering extra time, different testing formats, or the opportunity to demonstrate understanding through alternative means.

Individualised Education Plans (IEPs)

An Individual Education Plan (IEP) is tailored to meet the unique educational needs of a student with autism. It includes specific accommodations, supports, and goals regularly reviewed and adjusted as needed.‍

Sensory-friendly classrooms

Sensory-friendly classrooms are designed to minimise sensory triggers and create a more comfortable learning environment. This might involve using non-fluorescent lighting, alternative seating options like stability balls or bean bags, and the availability of quiet zones.

By implementing these accommodations and adjustments, high schools can significantly enhance autistic students' academic and social experiences. Each accommodation and adjustment addresses specific needs, but collectively, they create a well rounded support system that empowers autistic students to achieve their potential. It is essential for educators to continuously adapt and refine their approaches based on individual student needs and evolve their educational practices. The goal is not only to accommodate but to actively promote an inclusive and dynamic learning environment where all students can thrive.