Autism And Me Learning Load Simulator

Interactive learning environment tool

Learning Load Simulator

Adjust demands and supports to see how the balance can change a learner's available capacity. The environment changes first — not the learner.

Shape the learning environment

Use 0 for very low and 10 for very high. Every control works with a keyboard and the form can recalculate on the server without JavaScript.

Stressors and demands

Demand
5

Noise, light, movement, touch, crowding and other sensory input.

Noise, light, movement, touch, crowding and other sensory input. Scale from 0 to 10.
Demand
5

Amount, speed and complexity of spoken, written or implied language.

Amount, speed and complexity of spoken, written or implied language. Scale from 0 to 10.
Demand
5

Planning, shifting, remembering steps, organising and getting started.

Planning, shifting, remembering steps, organising and getting started. Scale from 0 to 10.
Demand
5

Group interaction, turn-taking, interpretation and social uncertainty.

Group interaction, turn-taking, interpretation and social uncertainty. Scale from 0 to 10.
Demand
5

Number of steps, novelty, abstraction and competing demands in the task.

Number of steps, novelty, abstraction and competing demands in the task. Scale from 0 to 10.

Supports and access

Support
5

Clear sequence, advance notice, routines and visible expectations.

Clear sequence, advance notice, routines and visible expectations. Scale from 0 to 10.
Support
5

Models, examples, visual instructions and uncluttered presentation.

Models, examples, visual instructions and uncluttered presentation. Scale from 0 to 10.
Support
5

Time to take in information, respond, pause and revisit.

Time to take in information, respond, pause and revisit. Scale from 0 to 10.
Support
5

Access to movement, breaks, calm space, sensory tools and recovery time.

Access to movement, breaks, calm space, sensory tools and recovery time. Scale from 0 to 10.
Reset
What this is: a planning simulator for discussing learning-environment load. It is not a diagnosis or a measure of a learner's ability. High load is a signal to examine demands, access and recovery — not to lower expectations automatically.