Start here

  • Describe a task you can do and the barrier that makes it harder to complete.
  • Ask who coordinates adjustments, what evidence they need and who will see it.
  • Agree on a specific change, who will put it in place and when you will check it.

Find the barrier in a real task

Think of one situation from the past week. You might follow the first instruction in a practical class and lose the next two while setting up your equipment. You might get to a crowded classroom already exhausted by noise. You might finish a shift correctly when tasks are written on the handover sheet and miss jobs when priorities are changed verbally during the rush. An example helps the person you ask understand what would change and why.

Write down what the task was, where you got stuck and what helped on a better day. ADHD and autism affect people in different ways. The most useful request is specific to you. “Could you put the three priorities in the shift notebook so I can check them as I go?” gives a supervisor something concrete to try. If you are exploring whether ADHD or autism explains your experience, you can still describe the barrier and ask about ordinary supports while you seek advice.

At school, choose the right person and time

You could start with a teacher you trust, a year adviser or the school’s learning support contact. Ask for a private time to talk. Bring an example and suggest a change, such as having homework instructions in one place, receiving a written outline before a group task or checking in halfway through a long assignment. If talking is hard, ask if you can send a short email or bring someone you trust.

Australia’s Disability Standards for Education set out requirements for schools and other education providers to consult about reasonable adjustments and support students with disability to participate. Ask what process your school uses and how it handles assessments. Classroom adjustments and formal exam arrangements may follow separate procedures. If an assessment is approaching, ask about deadlines and who can explain the relevant rules.

At TAFE or on a placement, ask early

Contact student accessibility or learning support and tell them the course, campus and date you start. Ask how to request adjustments for classes, practical assessments and placements. You might be comfortable asking a trainer for a written sequence of steps but unsure who can help arrange a quieter assessment setting. The accessibility contact can explain which requests they handle and how to involve the trainer.

For placement, ask how the course and the host will coordinate. A change that works in a classroom may need adapting around equipment, supervision or safety. Ask whether the service can explain what information the host needs to receive and how it will be shared. If documentation is required, find out what kind, who receives it and what help you can access while you organise it.

At work, agree on a change you can test

Speak with a supervisor, manager or HR contact in private. Describe how the change would help you complete a task reliably. Examples include one place for written priorities, a scheduled handover, advance notice of a roster change where possible, or a quieter space for training if the workplace can provide one. In a job around machinery, vehicles or customers, discuss how the proposed change fits safety and the requirements of the role.

Ask to agree on a trial and a date to check it. For example, use a written opening checklist for two weeks, then review whether fewer steps are missed and whether anything should change. Ask who needs to know to make it work. JobAccess explains workplace adjustments and sharing disability information. If the first idea is difficult to provide, ask what other change could address the same barrier. Keep a short record of what you agreed so you can follow up after a change of teacher, trainer or supervisor.

Frequently asked questions

Who do I ask for ADHD or autism support at TAFE?

Start with student accessibility or learning support. Give your course, campus and start date. Ask who handles classroom adjustments, practical assessments and placements, since those may involve different people.

What can I ask for while I organise documentation?

Describe the barrier and ask what everyday support is available now. For example, ask for written instructions for a practical task. For a formal adjustment, ask the accessibility contact what evidence the provider needs and when to submit it.

Sources & further reading

These independent resources provide further information. Their inclusion does not imply endorsement of Youth Health.