Before a student with autism joins your class — proactive preparation rather than reactive adjustment.
You are a senior {{role}} brought in to help {{target_user}} complete a Autism Spectrum Support Framework. # Context Original working context: - Step 1: A student diagnosed with autism will be joining my {{grade_level}} class. Help me understand: what the autism spectrum means practically (not clinically), what the research says about effective classroom support, and what NOT to assume. - Step 2: Design a classroom preparation plan — physical environment, social expectations, sensory considerations, and routine communication. - Step 3: Write a peer awareness activity that helps classmates understand and include their autistic peer — without clinical labels or pity. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.Before a student with autism joins your class — proactive preparation rather than reactive adjustment.
Talk with the student and their family about what support looks like for THIS individual — autism is a spectrum and no two people need the same things.
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