Reasonable adjustments in T levels

[Bellyfat]

My daughter started college this year and is really struggling with the change of routine, environment and format of the lessons - she's autistic and college were aware of this from her application. I asked her tutor whether we could have a lesson plan to prepare her in advance each day, but have been told T Levels are about self study so this isn't possible.
The only reasonable adjustment they have suggested is that she drops to the level 2 course and spends a year getting used to the college and then starts the T level again next year.
This doesn't sound particularly reasonable to me, she's been there a week and it feels like they're just not interested in offering any support.
I have contacted the learning support centre three times and they are yet to respond to me.

Has anyone got experience of reasonable adjustments in college which have actually worked/supported. Anything that I can suggest to her tutors?

Thanks

Does she have an EhCP? What support did she have in school?

the usual types of adjustments are stuff like using loop earplugs or ear defenders, perhaps having fiddle toys. Leaving lessons early and or late to miss the rush etc.

most courses won’t have detailed lesson plans from day to day and it’s not reasonable to ask the teacher to do them.

in uni then advance access to the PowerPoints is sometimes given, as well as access to the slides after the lesson.

If the course is government funded (ie at a FE college) there will a scheme of work and lesson plans as part of the preparatory paperwork. However the lesson plans can be varied and may not be available far in advance.

Maybe a lesson plan isn't the right wording, she works better when she knows what to expect and so having a knowledge of the course content helps her to prepare herself, it's not the actual teachers planning notes that I asked for (it is a regular FE college she attends). The other problem is that in school it was clear what the lessons were, in college the timetable says the times of each scheduled lesson but doesn't say what the lesson is. So could be any of the subjects covered on the course.
At school she had loops, a time out pass, a named worker when she was feeling overwhelmed, a safe space, a reduced timetable during GCSEs, and then agreed arrangements during exams.
She doesn't have an ehcp in place, but I'm thinking it probably would have helped more with the move from school. The process locally is currently taking 12 months+, so not a quick fix.

I feel if induction is managed well she'd be set up to continue the course, but by not offering adjustments around supporting the timetable her anxiety continues to climb and she's less likely to be able to go in.

It is likely if she attends a week or two there will be a pattern to the timetabled lessons, which are theory which are practical and what prep or equipment is required. The tutor may clarify next lesson expectations at the end of the session. The overall syllabus should be available online. College days are never as structured as school.

No EHCP could be a blocker.

When DD started at college having missed all y11 but no EHCP, every time I asked for adjustment I was met with 'Does she have an EHCP?' So I applied for one and got agreement to assess within a week (this was 2021), and at that point college became more flexible.

I don't know details of T-Levels, but I am surprised they don't know the unit numbers to be covered in any lesson, which is how my DDs' BTECs have worked.

At school she had loops, a time out pass, a named worker when she was feeling overwhelmed, a safe space, a reduced timetable during GCSEs, and then agreed arrangements during exams.

I don't know what 'loops' are, but my DD had all of these from her college (level 1 and level 2 courses).

Colleges have minimal funds to provide support.
The drop to Level 2 for a year isn't unusual and gives time for adjusting to college. T levels are very new in some colleges, so lecturers are finding and adapting as the go.
A year in level 2 will help with the lack of structure, less placement hours, and a chance to identify support needs.
FE is not school, don't expect the same.
Trust the tutors, they have been working with young people for years.

Legally it should be 20 weeks