C. What the Teacher Should Do

Give advance notice of any change to room, time, format, or routine — this is consistently identified as one of the single most effective things a teacher can do. 

Share a clear, written agenda or outline ahead of the session, so the shape of what is coming is already known. 

Where a task involves group work, plan explicit roles in advance rather than leaving them to be negotiated informally in the moment. 

Consider sensory factors in room choice where possible — lighting, noise level, and crowding all matter more than they might for other students. 

Keep to a predictable session structure, and flag transitions between activities clearly rather than moving on abruptly. 

Avoid unexpectedly calling on a student to speak or present without prior warning. 

State expectations and instructions explicitly and literally rather than relying on implication, idiom, or assumed shared knowledge. 

Allow access to a quiet space, or the option to step out briefly, if sensory overload builds during a session. 

Recognise and name a student's demonstrated strengths where relevant, rather than only addressing areas of difficulty. 

Offer a brief, low-pressure check-in rather than only addressing concerns in front of the group. 

Provide a written summary of key points and any decisions made during the session. 

Confirm any agreed adjustment — advance notice of changes, for instance — is being applied consistently across the whole module, not just by the teacher who agreed to it in one session. 

Where a change did happen without advance notice, follow up specifically to explain what happened and what will be different next time.