Classroom Adjustments
Practical accommodations and adjustments to support neurodivergent children's learning and wellbeing in school.
Adjustments by category
Seating position
- •Near front for attention
- •Away from windows (visual)
- •Away from doors (noise)
- •Near exit for breaks
Lighting
- •Natural light preferred
- •Away from flickering lights
- •Option to wear cap or sunglasses
- •Dimmer area available
Sound
- •Noise-cancelling headphones allowed
- •Ear defenders available
- •Quiet workspace option
- •Warning before loud sounds
Movement
- •Wobble cushion
- •Standing desk option
- •Movement breaks
- •Fidget tools allowed
Visual schedules
- •Daily timetable visible
- •Individual schedule on desk
- •Now/next board
- •Warning of changes
Task breakdown
- •Written instructions
- •Step-by-step checklists
- •One instruction at a time
- •Visual task boards
Time support
- •Visual timers
- •Time warnings before transitions
- •Extra time for tasks
- •Frequent check-ins
Organisation tools
- •Colour-coded materials
- •Clear labelling systems
- •Organised workspace
- •Homework diary support
Instructions
- •Clear, direct language
- •Check understanding
- •Written backup
- •Processing time
Questioning
- •Extra think time
- •Option to respond in writing
- •Private rather than public
- •Multiple choice options
Visual supports
- •Visual cues and prompts
- •Social stories
- •Comic strip conversations
- •Video modelling
Alternative communication
- •AAC devices if needed
- •Written responses option
- •Use of symbols/pictures
- •Communication passport
Social support
- •Structured social times
- •Safe space from social demands
- •Circle of friends
- •Adult check-ins
Emotional regulation
- •Calm space available
- •Regulation toolkit
- •Agreed exit strategy
- •Named safe adult
Unstructured times
- •Indoor lunch option
- •Structured activities available
- •Quiet space at break
- •Adult supervision
Transitions
- •Early dismissal to beat crowds
- •Transition buddy
- •Visual transition cues
- •Transition object
Writing support
- •Laptop/tablet for writing
- •Scribe when needed
- •Reduced writing load
- •Alternative recording methods
Reading support
- •Coloured overlays
- •Larger text option
- •Text-to-speech
- •Quiet reading space
Assessment
- •Extra time
- •Separate room
- •Breaks during exams
- •Reader/scribe
Homework
- •Reduced homework
- •Clear instructions home
- •Extended deadlines
- •Alternative formats
Adjustments by profile
These are common starting points - always individualise based on the specific child.
- Seating near front, away from distractions
- Frequent check-ins
- Tasks broken into chunks
- Movement breaks
- Extra time for task completion
- Visual timers
- Written instructions backup
- Buddy system for transitions
- Movement opportunities
- Fidget tools allowed
- Positive behaviour support
- Calm-down strategies
- Clear expectations and rewards
- Frequent positive feedback
- Choice of active roles (errands, helper)
- Standing desk option
- Sensory breaks built into day
- Ear defenders/headphones available
- Quiet workspace option
- Warning before sensory events
- Reduced sensory environment where possible
- Exit strategy for overwhelm
- Calm space always accessible
- Direct, literal language
- Visual supports for social situations
- Structured social times
- Social skills support
- Safe space from social demands
- Named trusted adult
- Circle of friends if appropriate
- Predictability and routine
- Warning of changes
- Safe person and place
- Reduced pressure in class
- Exit strategy agreed
- Graded exposure to challenges
- Celebration of small steps
- Low demand approach
- Choice and control
- Indirect language
- Collaborative problem-solving
- Flexibility in how work is done
- Relationship-based approach
- Reduced conventional demands
| Adjustment | Cost | Impact |
|---|---|---|
| Visual schedule on desk | Low (laminated card) | Reduces anxiety, increases independence |
| Movement breaks | None | Improves focus, reduces hyperactivity |
| Check-in after instructions | None (brief teacher time) | Ensures understanding, reduces errors |
| Fidget tool | Very low | Improves focus for many children |
| Warning before transitions | None | Reduces transition difficulties |
| Seating adjustment | None | Can significantly improve attention/comfort |
| Processing time | None (patience) | Better responses, reduced anxiety |
| Written instructions | Low (whiteboard/paper) | Supports working memory, reduces need to ask |
Exam access arrangements
For formal exams (SATs, GCSEs, etc.), specific access arrangements may be available. These require application and often evidence.
Extra time (usually 25%)
Processing speed difficulties, attention difficulties, writing speed
Rest breaks
Attention difficulties, fatigue, regulation needs
Separate room
Easily distracted, sensory sensitivities, anxiety
Reader
Reading difficulties, attention to written text
Scribe
Significant writing difficulties
Use of computer
Writing difficulties, fine motor issues
Prompter
Attention difficulties (redirects to task)
Modified papers
Visual stress, specific presentation needs
Speak to school's SENCO about eligibility and application process.
Implementation tips
Document everything
Written record of what's agreed helps ensure consistency and accountability.
Start simple
Begin with a few key adjustments and add more as needed. Too much at once is overwhelming.
Review regularly
What works may change. Review and adjust at least termly.
Involve the child
Children often know what helps. Ask them and include them in planning.
Train all staff
Every adult who works with the child needs to know the plan.
Plan for cover teachers
Supply teachers need to know key information too.
Monitor effectiveness
Is the adjustment actually helping? Adjust if not.
Adjustments aren't about giving unfair advantage - they're about levelling the playing field. A child with glasses isn't cheating by using them to see the board. Similarly, accommodations for neurodivergent children remove barriers to learning, they don't give unearned advantages.
- Many effective adjustments cost nothing - just require awareness and flexibility
- Adjustments should be individualised - what helps one child may not help another
- The goal is access to learning, not special treatment
- Involving the child in planning increases effectiveness
- Consistent implementation is as important as choosing the right adjustments