|
Adjustment |
Barrier it addresses |
What the teacher does |
What to avoid |
|
Advance notice of change |
Unpredictability is a major anxiety trigger and disrupts planning |
Flag any change to room, time, or format as early as possible |
Make last-minute changes without any warning |
|
Structured group roles |
Informal, hidden social rules make open-ended group work hard to enter |
Assign explicit roles and a clear task structure |
Leave roles to be negotiated socially in the moment |
|
Alternative to spontaneous participation |
Being put on the spot to speak triggers anxiety that blocks learning |
Give advance notice before asking a student to contribute, or offer a written alternative |
Cold-call without warning |
|
Quiet / sensory-safe space |
Noise, light, and crowding can cause sensory overload |
Identify and permit access to a lower-stimulation space when needed |
Treat a student stepping out as disengagement or rule-breaking |
|
Explicit, literal instructions |
Implicit or idiomatic language obscures what is actually being asked |
State expectations and marking criteria directly and in writing |
Assume unstated expectations are obvious |
|
One-to-one check-ins |
Regular, brief individual contact helps plan ahead and catch problems early |
Offer short, predictable check-in points across a module |
Rely only on the student to raise problems unprompted |
|
Coordinated, holistic support |
A single isolated adjustment often misses the wider picture |
Coordinate with disability services, personal tutors, and wellbeing where relevant |
Treat one accommodation as sufficient on its own |
Support works best when it is holistic — academic, social, and environmental adjustments coordinated together — rather than a single isolated accommodation applied in one context only.