Facilitating autistic student voice in reasonable adjustments
Author Identifier (ORCID)
Abstract
Purpose: This research addresses the gap between policy requirements for student consultation in reasonable adjustments and actual practice by developing effective methods to elicit autistic students' perspectives on classroom accommodations. Despite international frameworks mandating student voice in educational decisions, autistic students remain largely excluded from planning their own support arrangements.
Design/methodology/approach: Fourteen autistic students aged 5-12 years participated in four multi-modal consultation activities: picture book discussions, card sorting, small world play, and creative representation tasks. The study integrated MacBeath et al.'s consultation taxonomy with Universal Design for Learning principles to accommodate diverse communication styles and enable authentic participation across the autism spectrum.
Findings: All participants engaged meaningfully across consultation methods, generating 107 distinct accommodation preferences through 740 individual responses. Students demonstrated sophisticated understanding of their learning needs, articulating preferences around sensory regulation, environmental flexibility, assistive technology, and social considerations. Four key themes emerged: embodied learning and sensory self-regulation, environmental agency and spatial control, learning tool sophistication, and social relationship navigation.
Originality/value: This study establishes empirical evidence that young autistic students possess valuable insights about their educational needs when provided appropriate consultation methods. The alignment between student preferences and Universal Design for Learning principles suggests that student-informed accommodations benefit broader populations, supporting truly inclusive educational practice rather than segregated adjustment approaches.
Keywords
autistic students, consultation methods, inclusive education, reasonable adjustments, student voice, universal design for learning
Document Type
Journal Article
Date of Publication
10-1-2026
Article Number
102423
ISSN
09594752
Volume
105
Publication Title
Learning and Instruction
Publisher
Elsevier
School
School of Education
RAS ID
100029
Copyright
subscription content
Recommended Citation
Clayden, D., Lemon, N., & Main, S. (2026). Facilitating autistic student voice in reasonable adjustments. Learning and Instruction, 105, 102423. https://doi.org/10.1016/j.learninstruc.2026.102423