Students at ASC would benefit from a learning atmosphere that is more flexible.

Vogel, (2021) suggests a

Universal Design for Learning (UDL) philosophy for a more welcoming environment. According to Vogel,
"being able to control light, temperature, and background noise to some extent will both reduce the stigma
attached to people with sensory differences and improve access to learning for everyone." [Citation needed] A
possible reason may be that there were difficulties integrating input from numerous senses. Because many
children with ASC are hypersensitive to visual stimuli, one of the most common worries is that they would
misuse the visuals that are present in their surroundings. Children should not be inundated with visual stimuli in
an effective educational setting. Martin (2016) has shown using eye-tracking technology that having an
excessive number of screens in a classroom is detrimental to the education of the pupils. They made the
observation that all of the youngsters, but notably the ones with ASC, paid greater attention to presentations that
included visuals. There was a correlation found between increased visual focus and increased academic success
in these children. Due to the fact that scientific and literary evidence suggests that some classroom visuals could
be beneficial, teachers find themselves in a difficult position. Authors in the field of educational methods have
brought attention to the many positive aspects associated with the use of visual aids in the educational setting
(Pellicano, Bolte, and Stahmer, 2018). The quantity of visual aids that are available in the classroom should not,
on the other hand, cause an autistic learner to experience an excessive amount of stimulation. The researchers
Piller and Pfeiffer refer to what they call "temporal aspects of the environment" as having a significant positive
impact on the development of ASC in children. Everything, including timelines and procedures, is subject to
change. A clearly presented timetable may increase both the physical and temporal settings because it helps
individuals to respond to changing situations and be themselves. Children who have autism spectrum disorder
benefit greatly from using these plans, which are also referred to as "visual timetables" on occasion. This is
because the schedules provide stability (ASC). They assist people in typical jobs in concentrating on their
everyday responsibilities. Dorman (2020) argues that "knowing the next step in the daily routine offers learners
with structure, predictability, and consistency." Martin, (2016) highlight the usage of visual schedules for
persons of all ages and developmental stages with ASC via a full research analysis (Mesibov, and Shea, 2019).
(Mesibov, and Shea, 2019).