⚖️ 1. Your Rights
Under the Equality Act 2010, all schools in England (including academies, free schools, and independent schools) have a legal duty to make reasonable adjustments for disabled pupils.
This means the school must take steps to make sure your child is not put at a substantial disadvantage compared to children who are not disabled.
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You do NOT need an EHCP or a diagnosis
The duty to make reasonable adjustments applies to all disabled children. Under the Equality Act, “disability” includes physical and mental conditions that have a long-term effect on day-to-day life. This covers autism, ADHD, dyslexia, anxiety, sensory processing differences, and many other conditions — even without a formal diagnosis.
The three requirements
The Equality Act says schools must:
- Change the way things are done (policies, rules, practices) — for example, changing the uniform policy for a child with sensory issues
- Provide extra help or services (auxiliary aids and services) — for example, giving a child a visual timetable or a laptop
- Make changes to the physical environment — for example, improving lighting or providing a quiet space
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The school cannot charge you for reasonable adjustments. The Equality Act says the cost of a reasonable adjustment must not be passed on to the disabled pupil or their parents.
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Note about physical changes to buildings
The reasonable adjustments duty for schools covers policies and practices (how things are done) and auxiliary aids (equipment and support). Schools are not required to make physical alterations to buildings under the reasonable adjustments duty. Instead, they must publish an accessibility plan showing how they will increase access over time. This is a separate legal requirement.
What does “reasonable” mean?
There is no fixed list of what is “reasonable.” It depends on things like:
- How effective the adjustment would be
- How practical it is to make
- The cost (but many adjustments are free or cheap)
- The size and resources of the school
- Whether it would affect other pupils
The duty is also anticipatory — this means schools should plan ahead for disabled pupils, not wait until a problem happens.
Sources: EHRC — Reasonable adjustments for disabled pupils | Education Hub — Reasonable adjustments in schools
📚 2. Classroom & Learning
Flexible seating position
Let your child sit where they feel most comfortable — near the door, at the front, at the back, or away from windows. A fixed seat they know is theirs reduces anxiety.
AutismADHDAnxietySensory
Advance notice of what will happen in each lesson
A quick written or visual outline at the start of the lesson showing what will happen, in what order. Reduces anxiety about the unknown.
AutismAnxietyPDA
Laptop or tablet instead of handwriting
For children who struggle with handwriting. Typing is faster, neater, and less tiring. The school should provide the device if the child needs it.
DyslexiaADHDPhysical
Extra time to process instructions
Many children with SEN need longer to take in what has been said. The teacher waits a few extra seconds before expecting a response.
AutismDyslexiaSpeech
Instructions given in writing as well as verbally
Spoken-only instructions are hard for many SEN children. Write them on the board, give a printed sheet, or use a task card on the desk.
AutismADHDDyslexiaSpeech
Tasks broken into smaller chunks
Instead of “write a story,” break it into steps: think of a character, write one paragraph, draw the setting. Smaller steps feel achievable.
ADHDDyslexiaAutismPDA
Printed handouts instead of copying from the board
Copying from the whiteboard is slow and tiring for many SEN children. Give printed handouts with key points already written.
DyslexiaADHDPhysical
Coloured paper or coloured overlays
White paper can cause visual stress. Using cream, yellow, or blue paper (or a tinted overlay) can make reading much easier for some children.
DyslexiaSensory
No cold-calling (not asked to answer without warning)
Being called on unexpectedly can cause extreme anxiety, shutdowns, or meltdowns. Let the child put their hand up if they want to contribute, or give warning first.
AutismAnxietyPDASpeech
Fidget toys allowed in lessons
Quiet fidget toys (tangle toys, putty, stress balls) help many children with ADHD and autism to focus. The school should allow these without singling the child out.
ADHDAutismSensory
Movement breaks during lessons
Short breaks to stand, stretch, walk to the water fountain, or do a quick task. Some children physically cannot sit still for a whole lesson.
ADHDAutismSensory
Multi-sensory teaching methods
Learning through seeing, hearing, touching, and doing — not just reading and writing. For example, using letter tiles for spelling, or physical objects for maths.
DyslexiaAll SEN
Sources: BDA — Reasonable adjustments in education | Autistic Girls Network — Reasonable adjustments at school | Centre for ADHD and Autism Support
👂 3. Sensory & Environment
Ear defenders or noise-cancelling headphones
For children who find noise painful or overwhelming. Should be allowed in lessons, assemblies, corridors, and the dining hall without question.
AutismSensoryADHD
A quiet, safe space to go when overwhelmed
A calm room, a screened-off area in the classroom, or a play tent. The child should be able to go there without having to explain or ask every time.
AutismAnxietySensoryPDA
Flexible uniform rules for sensory needs
Allowing different fabrics, tagless clothing, trainers instead of shoes, tracksuit bottoms instead of trousers. The school’s uniform policy must be adjusted if it disadvantages a disabled child.
AutismSensoryPDA
Felt pads on chair legs to reduce scraping noise
The scraping sound of chairs on hard floors can be physically painful for some children. Felt pads are cheap and easy to fit.
AutismSensory
Paper towels instead of hand dryers
Hand dryers are extremely loud and many SEN children avoid toilets because of them. Providing paper towels is a simple fix.
AutismSensory
Reduced display clutter in the classroom
Busy, brightly coloured walls can be overwhelming for children with sensory processing difficulties. Calmer, more muted displays help focus.
AutismSensoryADHD
Access to a sensory diet (OT recommended)
Specific sensory activities throughout the day — such as heavy lifting, trampolining, brushing, or compression — planned with an occupational therapist.
SensoryAutism
Alternative to the school bell
The school bell can be painful for children with noise sensitivity. The school could use a visual signal, a quieter tone, or warn the child before it rings.
AutismSensory
Sources: NAS — Sensory adjustments for autistic pupils | Autistic Girls Network
💬 4. Communication & Social
A “time out” or exit card
A card the child shows to leave the classroom when they feel overwhelmed, without having to explain. They go to a pre-agreed safe place.
AutismAnxietyPDASensory
Visual timetable on the child’s desk
A simple, personalised timetable with pictures or symbols showing what happens and when. Helps the child feel in control and reduces anxiety.
AutismADHDSpeechAll SEN
No forced group work with unfamiliar children
Group work can be very difficult for children with social communication differences. Let the child work alone, with a chosen partner, or with children they know well.
AutismAnxietyPDA
A named, consistent key adult
One trusted adult the child knows they can go to. Not a different person each day. Consistency is key for children who find social interaction hard.
AutismAnxietyAll SEN
Communication aids (visual cards, symbols, AAC)
For children who find it hard to speak or understand spoken language. Can include picture cards, symbol boards, or digital communication apps.
SpeechAutism
Active daily communication with parents
A home-school diary, quick email, or app message telling parents how the child’s day went. Many SEN children cannot tell their parents what happened at school.
AutismSpeechAll SEN
Lessons adapted to include the child’s interests
If a child is passionate about trains, use trains in maths problems. Linking work to interests dramatically increases engagement and learning.
AutismADHDPDA
Sources: Autistic Girls Network | Centre for ADHD and Autism Support
🍔 5. Break Times & Lunch
Alternative to eating in the noisy dining hall
The dining hall is often the hardest part of the school day — noise, smells, queues, crowds. Let the child eat in a quiet room, the classroom, or the library.
AutismSensoryAnxiety
Front-of-queue pass for lunch
Queuing is hard for children who find waiting, noise, and unpredictability stressful. A pass to go to the front of the lunch queue removes a daily source of anxiety.
AutismADHDAnxiety
Flexible food rules for “safe foods”
Many autistic children or children with ARFID have a very limited diet. The school should not force them to eat foods they cannot tolerate or comment on what they bring.
AutismSensory
Structured activity at break times
Unstructured playtime is hard for children who struggle socially. Offer a club (LEGO, drawing, Pokémon), a buddy system, or access to the library.
AutismAnxietyAll SEN
Access to a quiet indoor space at break time
Not every child can cope with the playground. A sensory room, the library, or a calm classroom should be available.
AutismSensoryAnxiety
Reminders to eat and drink
Some children with ADHD or autism forget to eat or drink, or don’t notice they are hungry or thirsty (interoception difficulties). A gentle reminder helps.
AutismADHD
Sources: Autistic Girls Network | Centre for ADHD and Autism Support
📝 6. Exams & Homework
Extra time in tests and exams
For children who process information more slowly or who need longer to read, write, or compose answers. This is a formal “access arrangement” for GCSEs and A-levels.
DyslexiaADHDAutismAll SEN
A separate, quiet room for exams
Taking exams in a large hall full of other children can be impossible for some children. A small, quiet room with fewer people makes a huge difference.
AutismAnxietySensory
A scribe or reader for exams
Someone to read the questions aloud or to write down the child’s spoken answers. This is an official access arrangement that schools can apply for.
DyslexiaPhysicalSpeech
No penalty for spelling and grammar (where not assessed)
Dyslexic children should not lose marks for spelling errors in subjects like history or science. This is BDA guidance — spelling should only be marked where it is specifically being assessed.
Dyslexia
Reduced or flexible homework
Many SEN children use all their energy getting through the school day. Homework at home — their safe space — can cause meltdowns and family conflict. Flexibility is key.
AutismPDAADHDAll SEN
Assistive technology in exams (spell checker, voice-to-text)
Software that reads text aloud, checks spelling, or converts speech to text. The school should apply for these as access arrangements if needed.
DyslexiaPhysical
Sources: BDA — Exam Access Arrangements | BDA — Reasonable adjustments | Autistic Girls Network
🔄 7. Transitions & Routine
Early arrival or late arrival to avoid crowds
Let the child arrive 10 minutes before or after the main rush. Corridors, playgrounds, and cloakrooms full of children are overwhelming for many SEN children.
AutismAnxietySensoryPDA
Leaving lessons early to avoid corridor crowding
In secondary school, letting the child leave 2–3 minutes before the end of each lesson to get to the next one without the crush of corridors.
AutismSensoryPhysical
Advance warning of any change to routine
Cover teachers, room changes, cancelled lessons, fire drills — any change should be communicated in advance. Even 5 minutes warning can prevent a meltdown.
AutismAnxietyPDA
Transition support between activities or year groups
Extra visits to the new classroom, photos of new teachers, social stories about what will change. Applies to moving between lessons, between years, or to secondary school.
AutismAnxietyAll SEN
Being met by a trusted adult at the start of each day
One familiar face greeting the child at the door or gate every morning. This provides a safe transition from home to school.
AutismAnxietyPDA
Sources: NAS — Adjustments for autistic pupils | PDA Society — Reasonable adjustments
🚌 8. Trips & Events
A detailed plan shared before any school trip
Written or visual schedule of what will happen, when, and where. Include photos of the venue if possible. Share it days in advance, not on the morning.
AutismAnxietyAll SEN
Opt-out from assemblies, school plays, or sports day
Large group events with noise, unpredictability, and social pressure can be unbearable. Let the child opt out, join for part, or watch from a quieter spot.
AutismSensoryAnxietyPDA
A named adult assigned to the child on trips
Not just a general “group leader” but a specific adult who knows the child’s needs, triggers, and how to help if things become difficult.
AutismAnxietyPhysicalAll SEN
💙 9. Behaviour & Discipline
No public telling-off or shaming
Being singled out in front of the class causes extreme distress for many SEN children. Any correction should be done quietly and privately.
AutismPDAAnxietyAll SEN
Adjustments to the behaviour policy
Detentions, loss of break time, or being put “on red” for SEN-related behaviour is not effective and may be disability discrimination. The behaviour policy should be adjusted.
AutismADHDPDAAll SEN
Understanding that “behaviour is communication”
When a SEN child has a meltdown, runs away, or refuses to do something, they are telling you something is wrong. The school should look for the cause, not punish the behaviour.
AutismPDAADHDAll SEN
⚠️
Punishing SEN-related behaviour may be disability discrimination
Under the Equality Act, punishing a child for behaviour that is caused by their disability — without first making reasonable adjustments — can be unlawful discrimination. This applies to exclusions, detentions, isolation rooms, and loss of privileges.
Sources: PDA Society | Autistic Girls Network | EHRC — Technical guidance
✍️ 10. How to Ask Your Child’s School
Step 1: Put it in writing
Write to the SENCO (Special Educational Needs Coordinator) or the headteacher. Keep it simple, polite, and factual. A letter or email is better than a verbal request because you have a record.
What to include in your letter
- Your child’s name and class
- A brief description of their needs (you do not need to give a diagnosis)
- The specific adjustments you are asking for
- Why these adjustments are needed (how your child is disadvantaged without them)
- A reference to the Equality Act 2010, Section 20 — the duty to make reasonable adjustments
- A request for a meeting to discuss
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Key phrase to use in your letter
“I am writing to request reasonable adjustments for my child under the Equality Act 2010. My child is disabled within the meaning of the Act, and is currently placed at a substantial disadvantage compared to non-disabled pupils.”
Step 2: Meet with the SENCO
Ask for a meeting to discuss the adjustments. Bring your list. Take notes (or bring someone to take notes for you). Ask the school to confirm in writing what has been agreed.
Step 3: Get it in writing
After the meeting, the school should record the agreed adjustments and share them with all staff who work with your child. If they do not do this, send a follow-up email confirming what was agreed and ask them to reply.
Sources: IPSEA — Template letters | PDA Society — Requesting reasonable adjustments
🚨 11. If the School Says No
If the school refuses your request, do not give up. Here is what you can do, step by step:
✅ Your options
- Ask why in writing — the school should explain why they think the adjustment is not reasonable
- Complain to the headteacher — then to the governing body if the headteacher does not help
- Contact your local SENDIASS — free, independent advice and support (search “SENDIASS” + your area)
- Contact IPSEA — free legal advice on SEND law (0345 602 9579)
- Make a disability discrimination claim — to the First-tier Tribunal (SEND) if the school has not made reasonable adjustments. This is free and must be done within 6 months of the discrimination
❌ The school cannot say
- “We can’t do that for one child” — they can, it’s a legal duty
- “We need a diagnosis first” — no, the Equality Act does not require one
- “We don’t have the budget” — most adjustments are free or low cost
- “It’s not fair to other children” — equity is not the same as treating everyone identically
- “Your child needs an EHCP for that” — reasonable adjustments are separate from EHCP provision
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The difference between reasonable adjustments and SEN support
Reasonable adjustments come from the Equality Act 2010. They apply to all disabled children, with or without an EHCP.
SEN support comes from the Children and Families Act 2014 and the SEND Code of Practice. It is what the school provides through SEN Support (K code) or an EHCP.
Your child can have both. They are different legal duties. If the school is not meeting one, it does not excuse the other.
Sources: EHRC — Technical guidance for schools | IPSEA — Template letters
🙏 12. Free Help & Resources
IPSEA
0345 602 9579
Free legal advice on SEND law. Template letters for reasonable adjustments, EHCP problems, and disability discrimination claims.
Free • Legal advice
Your Local SENDIASS
Every local authority has a free SEND Information, Advice and Support Service. They are independent from the council and school. Search “SENDIASS” + your area name.
Free • Local service
National Autistic Society
0808 800 4104
Advice on education, reasonable adjustments, and school exclusions for autistic children and young people.
Free • Autism-specific
Contact
0808 808 3555
Support for families with disabled children. Can help with education, benefits, and understanding your rights.
Free • Freephone
📚 References & Sources
Every adjustment and legal fact in this guide is based on official or trusted sources:
IPSEA disability discrimination
Your child has the right to adjustments
You do not need permission, a diagnosis, or an EHCP. Write to the SENCO, reference the Equality Act, and ask for what your child needs.
Get IPSEA’s Template Letters
Free to download • Covers many SEND situations
Disclaimer: This guide is for informational purposes only and does not constitute legal advice. The reasonable adjustments listed are examples — what is “reasonable” depends on your child’s individual circumstances and the school’s resources. The Equality Act 2010 applies to England, Scotland, and Wales. Northern Ireland has separate legislation (Disability Discrimination Act 1995). If you need personalised legal advice, contact IPSEA (0345 602 9579) or your local SENDIASS.
Last updated: April 2026 • Written with care by the SenHaven team