This resource is based on Chris Bonnello’s presentation, The Art of Accommodations: insights from an autistic teacher, which emphasises that accessibility is not about giving pupils an unfair advantage but about removing barriers so that autistic learners can feel safe, participate meaningfully, and show what they know.

Good classroom accessibility starts with relationships, flexibility and wellbeing. Teachers do not need to have every answer immediately, but they do need to listen carefully, notice barriers, and work with pupils to find approaches that help them succeed.

1. Wellbeing comes first. Learning is much harder when a pupil feels unsafe, overwhelmed or misunderstood. Prioritise emotional safety before behaviour compliance or task completion.

2. Let pupils use their own methods to succeed. If a learner can meet the learning goal using a different route, consider whether the method matters as much as the outcome.

3. Allow some inconsistency within school consistency. Fairness does not always mean treating every pupil identically. Teacher and staff flexibility can make shared expectations more accessible.

4. Help pupils find and use their strengths. Strengths can be used to build confidence, motivation, communication and participation.

5. Relationships are the strongest accommodation. A trusted adult who listens and adapts can reduce anxiety and help pupils engage more fully.