A more fundamental change that needs to be made is a recognition that not all autistics are math or technological whizzes but have special skills in other areas, too.

With one example that you gave, I remember a teacher being vilified by some students on the pretext that he would not allow a girl to go to the toilet. I remember, also, a teacher, who always heard complaints about him said, "But did you ever think that maybe he was hassled and frazzled or trying to get through something important?" I was to learn, also, that that class had a number of students who were troublemakers and that was why. I remember a guy asked if he could go to the toilet and this teacher said, "Hurry up." And when people asked if they could go out for a drink, he said, "It's not me who makes the rules. Why I can't let you is that you start at 8:30, but the lower grades start at 9:10, and other teachers have complained that senior students leave their classes to go and get a drink and they start talking loudly and disrupting the other classes." This brings me to a point, say there's a student who has ulcerative colitis and needs the bathroom urgently, if the teacher knows, sometimes people become resentful or think that it's a social justice thing to say, "Why are you letting them go to the toilet and not this person?" And some people feel an entitlement to know. What needs to happen then is for someone to say, "Right, that person needs to go for a reason. It's got nothing to do with you."

My ideal day for an autistic person would be, "9am, start, 11am, morning tea, 1pm, lunch and siesta (ideally, half hour lunch, two and a half hour siesta), 4pm resume, 7pm finish." But that would most likely appeal to a single person.