10 Ways to Adapt Homeschool Projects for Autistic & PDA Learners

If you’ve ever planned a beautiful homeschool project and watched it crash and burn… you’re not alone.

For autistic and PDA (Persistent Drive for Autonomy) learners, even the most creative plans can fall flat if they feel too rigid, too demanding, or just not relevant to what’s sparking their curiosity that day.

The good news is you can absolutely adapt projects so they work with your child’s brain, not against it - and still meet your learning goals.

This isn’t a checklist you have to follow in order. Think of it more like a menu of ideas. Pick one, try it, and see how it goes. And remember: adapting isn’t lowering the bar - it’s removing barriers so learning can happen.

Design Around Their Interests

Interests are a natural motivator. When a project taps into your child’s current passions, they’ll often take the lead without realising it’s ‘schoolwork’.

How to do it: Watch what they choose in their free time, ask curious questions, and look for subject crossovers.

• Love dragons? History can be medieval castles, maths can be scaling dragon wings, and art can be creature design.

• Fascinated by baking? Science can be experimenting with recipes, maths can be measuring ingredients, and writing can be creating a family cookbook.

Offer Multiple Entry Points

Let them choose how to start and in what format - drawing, building, recording, researching.

PDA-aware twist: Present options casually, without ‘you must choose now’ pressure.

Example: “We could make a video or draw a map. Want to see what feels good today?”

Give Control Over the Order of Tasks

Not everyone likes to start at the beginning. Allow them to jump in where interest or energy is highest.

Example: They might want to design the ending of a story before they’ve even written the first scene - and that’s okay!

Flip the Demand

Instead of instructions, frame it as curiosity, wonder, or play.

Example: “I wonder if we can make this tower taller than the table…” instead of “Build a tower.”

Tip: Joining in yourself can take away the ‘being told’ feelilng.

Negotiate Outcomes Together

Agree on what ‘finished’ looks like through conversation, not a directive.

Example: “Do you think one page is enough for now, or should we add more?”

PDA-aware twist: Be ready to accept their version of ‘enough’.

Reduce the ‘Big Scary’ Factor

Big projects can feel overwhelming, especially if they’re presented as a single, finished goal. Break them into approachable parts - but keep it casual so it doesn’t feel like a formal plan.

Example: Instead of saying, “We need to write a whole story,” you could say, “Want to come up with a funny name for our main character?” and let the project grow from there.

Use Visual & Sensory Supports

Make resources inviting and optional - this might mean a comfy workspace, sensory tools, or a visual map of the project.

A visual map is simply a one-page overview that shows the different parts of a project in a non-linear way - like a mind-map, doodle chart, or colourful checklist. It’s not a to-do list they must follow; it’s just there if they want to see where their ideas could go.

For some learners, sensory support also means creating a nest - a safe, cozy space piled with blankets, cushions, or soft toys. Nests aren’t avoidance, they’re regulation. Projects can absolutely happen from inside a nest with a clipboard, tablet, or sketchbook.

Example: “I drew a little map of things we could explore for this project - want to have a look? You could keep it in your nest if you like.”

Work With Energy, Not the Clock

Timers and strict schedules can feel like demands. Follow their natural flow instead.

Example: They might work for two hours one day, five minutes the next - both are valid. When they’re ‘in the zone’, ride the wave; when they’re done, step back.

Celebrate Process Over Product

For some PDA kids, direct praise can feel uncomfortable - like being put under a spotlight or pressured to repeat the same success. Instead of “Good job!'“ style praise, try gentle noticing or shared reflection.

How to do it: Focus on curiosity, experimentation, and choices rather than achievement. Sometimes it’s as simple as making an observation and letting them take or leave it.

Example: Instead of “You finished!”, you might say “I noticed you tried three different layouts before picking this one” or “That colour mix is really interesting.”

Model Flexibility

Show that changing direction is part of creative work, not a sign of failure.

Example: “We started with painting but now you’re sculpting - I love how you follow your ideas.”

A Final Word

The goal isn’t to make your child ‘fit’ a project - it’s to make the project fit your child.

When you adapt projects around their interests, energy and autonomy, you’re not just making learning easier - you’re protecting your relationship and building a love of learning that lasts.

If you’d like a gentle, adaptable starting point, try our free Zine Zone Mini Project . It’s designed to work with your child’s ideas and pace.