This will allow all learners to benefit and stop pupils feeling singled out e.g. bigger font and words highlighted can be helpful for everyone.

Meeting your class at the door helps you support pupils with regulating their behaviour before they enter the room and direct pupils towards engaging starter tasks.

Can support positive pupil behaviour and stretch learners while allowing the teacher to support other learners.

Make documents less crowded (split over more pages/slides), use a larger font and highlight key words using bold or by putting shapes e.g. dots beside them.

Ask Classroom Assistants/ASN Assistants for general feedback on individual pupils, since they see things from a different perspective and have invaluable insight. 

Have clear Success Criteria for what 'achieving a level' or 'achieving success' looks like and share this with pupils. Gives everyone a target to work towards.

Start by giving a demonstration to pupils. Then allow pupils to complete a demonstration alongside you before trying it on their own.

Give pupils different activities/difficulty levels e.g. mild/medium/hot/spicy. Challenge pupils to see how hot they will go.

Be mindful of having too many wall displays, the colours used, table layouts, sitting pupils by the window etc. 

Break the work down into manageable chunks.

Speak to your pupils and get feedback on what would help them so that lessons can be adapted.

Allowing pupils to doodle about the lesson.

Extra page at end of test for pupils to write what else they know about a topic.

Pictures/words are used to visually represent what task the learner is doing 'now' (in the left hand box) and what they will do next (in the right side of the box). Can extend this further by having a 'Now, Next and Then' board to provide additional challenge - 

Autistic learners can have highly-focused interests. These interests can be used as gateways to learning. Building their interests in to your lessons can make a huge difference to how engaged the learner will be with classroom activities - 

Autistic learners can find homework difficult as they are exhausted after school as they use up a lot of energy coping with the school day. Learners may also not understand how to complete their homework. To help you could link the homework back to their interests (see above), encourage the use of homework clubs and give less homework (build their confidence up slowly) 

Classroom Calm-Down Kit - allowing learners to use items such as fidget spinners and stress balls to help them relax and calm down during lessons. I regularly offer items from my classroom to anxious pupils e.g. small basketballs, foam bricks, etc. Find some more great examples here - https://www.weareteachers.com/calm-down-kit-products/

Consider connecting anxious students with peers who are patient and supportive. You could have students complete a survey about partner work. You could ask them to list two peers they work well with and two that they don't. This is a great way to understand the social relationships in your class. - https://www.socialemotionalworkshop.com/classroom-anxiety-strategies/

Allowing pupils to get up and move around for a short amount of time (could be structured using exercises or simply allowing pupils to walk around the class for a couple of minutes). For those experiencing anxiety, it offers an opportunity to self-regulate their emotions and set themselves up to begin working again - https://www.teachertoolkit.co.uk/2022/05/26/children-experiencing-anxiety/

Use single colour backgrounds (avoid patterns), use dark coloured text on a light (not white) background and avoid green/red/pink as these colours are difficult for those who have colour vision deficiencies (colour blindness).

Dyslexic learners can struggle with tasks if the instructions are too long and complicated. This is due to problems with short-term memory that dyslexia creates. Breaking tasks down into small and manageable steps, with each step clearly written down can support learners to succeed.

Have resources such as visual cue cards, subject-specific word banks, coloured overlays etc. in your classroom on each table/in a specific area of your room can support dyslexic pupils as well as all other learners.