Assembly

Modifications

• Allow student to enter Assembly just as it is starting so everyone is already seated and quiet.
• Provide seats for those who have difficulty standing for longer periods.
• Ensure there is enough space for everyone to be spaced apart adequately, to avoid invasion of personal spaces.
• Provide some seats near doors for those who may need to leave if Assembly becomes overwhelming.
• Allow student who is overresponsive to tactile input, to sit/stand at end of row, which allows greater personal space.
• Adjust sound system to avoid humming or crackling sounds, or interference from audio devices.  Assign someone to adjust volume levels during Assembly.
• Use a visual schedule for Assembly to prepare students for performances and any loud or unexpected noises.

Supports

• Incorporate heavy work activities at start and end of Assembly to support regulation for students who need this input.  This may include setting out chairs and benches before Assembly, and stacking them at end of Assembly.
• Access to regulating supports e.g. ear defenders; fidget items, movement cushions.
• Limit expectations of how long some students need to stay in Assembly, for example:
  • Some students may only attend for a short time, possibly with gradual increases as they become more familiar and relaxed in the environment.
  • Provide calm breaks as and when needed during Assembly.
  • Allow student option to leave Assembly if overwhelmed.