Inclusive education and accomodations

Accommodations and adjustments help autistic students learn and participate in school life.

Support for students on the autism spectrum requires an understanding of an autistic child’s unique needs and a strong partnership with the student’s parents and carers. Any accommodations or adjustments should address an autistic child’s support needs while encouraging them to develop new skills and participate actively in school life.

The impact of autism in educational settings

Autism is a developmental disability that is typically life-long. People with autism experience varying degrees of social and communication challenges as well as restricted and repetitive behaviours. Educators need to know that autism presents differently in every single person; no two autistic people will have exactly the same strengths, challenges or support needs. This also means that accommodations and adjustments for a student with autism will need to be personalised by educators and support staff to meet a student’s needs effectively. 

Some autistic children may not communicate verbally or have minimal verbal communication skills. Finding alternative ways for the student to communicate their needs, wants, and emotions is essential for including them in learning activities and helping them alert adults if they are sick, injured or struggling. Communicating with the child’s family and therapy team where applicable can help schools find an effective way for an autistic child to communicate. 

Many autistic people have sensory sensitivities, meaning they process sensory information differently from other people. This should be considered when planning learning activities and school events and when supporting students who require first aid or behaviour support. 

Best practices for supporting students with autism

Involve parents, carers and the student

Before making adjustments to an autistic child’s learning, consult with their parents or carers and, where possible, the students themselves. Students with autism and their families often know what works best for them, and their insights will help you take the guesswork out of adjusting the curriculum or learning environment. 

When communicating with students and/or their families, ask about their preferences, strengths, interests and support needs. Focus these conversations on what the child can do and how they can be supported to succeed rather than what they struggle to do. 

Support sensory sensitivities

• Noise sensitivities: Some students might find certain sounds distressing, like loud voices or school bells. Providing or allowing an autistic student to wear noise-cancelling headphones or earplugs can reduce the risk of sensory overload in the classroom, allowing students to remain calm and focused during lessons or events. 
• Visual sensitivities: Bright lights or busy visual environments might distract students or make it difficult for them to complete work on paper. Using dimmed lighting or providing options to shield harsh lights (e.g., sunglasses) can help.
• Tactile (touch) sensitivities: The texture of certain materials, such as clay in an art project or a bandage when giving first aid, may trigger a student on the autism spectrum. Offering alternative materials for the student or pairing them with a student who can help can address this.

Minimise distractions

Consider areas in your classroom or learning activities that could be distracting. Rooms that are cluttered or covered in colourful posters can be overwhelming for autistic students; removing bright lights or coloured objects from a student’s eye line or desk can help. Seating an autistic student in a quieter area of the classroom can also prevent them from being distracted from other students. 

Create safe and supportive environments

Establish quiet areas in schools where autistic students can go when they feel overwhelmed. Whether it’s sensory overload, social anxiety or another reason, autistic students benefit from having a quiet space to regulate so they can return to their learning sooner. 

Use visual supports

Visual schedules, reminders, and cues can help autistic students better understand instructions and what will happen during the school day, reducing their anxiety. These supports can also help students transition between activities (e.g., from free time back to structured learning), something autistic students can find challenging. Make sure these schedules are simple in design and use straightforward language so they don’t confuse or overwhelm the student. 

Prioritise teaching organisational skills

Students with autism can struggle with organisation, executive functioning, and time management, all important skills in school and beyond. Remember that autistic students will usually need more time and support from staff to develop these skills than their peers.  

Encourage social skill development

Educators should encourage autistic students to develop their social skills where the student is comfortable. Skills like sharing, turn-taking and playing with or alongside other students can be included in formal and informal teaching moments. 

Give timely and positive feedback

Providing praise and affirmation immediately after a child achieves something or demonstrates positive behaviour is very important for an autistic student’s confidence and sense of accomplishment. Make sure any feedback given on homework, assignments, or behaviour is simple yet constructive so an autistic student is clear about where they have succeeded and where improvement is still needed. 

Provide emotional support

Creating a positive atmosphere in your classroom and giving students with autism additional encouragement helps them to feel valued and supported at school, encouraging them to participate in and make the most of learning opportunities.