So for art, we have a system. I wrote about it on a PDA group I’m in and it seemed to help some people so I’ll share it here too.
Here's a visual representation of why a school setting doesn't work for my 15 YO PDA son...
This is work for his GCSE art. I've set up three projects that he can work on whenever he feels like between now and next week. Each at a separate chair. If I didn't do this, the work wouldn't get done because he struggles with organisation. He needs to be able to see everything and then decide which parts he wants to do and when. So nothing gets touched. If he needs help, he'll ask, and I'll give it as soon as he does. He'll do small chunks on each until they're finished. School doesn't have the room or the resources to accommodate what he needs to complete his work. This butterfly method of working towards the end goal by flitting from one thing to another in a non-linear way is the only way through his schoolwork. He's the same with Maths, English and Science. No topics, please - just one chunk of something at a time in any order.
You know who else works like this?
Me
And none of my clients care as long as they get what they pay me for.
You know what else?
Not one of them has ever asked to see my quals or certificates.
I've seen a lot of worries about careers and futures this week. The more they're allowed to practice in a way that suits them, the more chance they will be able to work with what they've got and apply it in a real world setting when they're older. I'm not PDA (that I'm aware of), but I am ADHD (inattentive, possibly combined - waiting for write up from psych) - and if I was forced to work on all of my projects in a linear way, I would not be able to work because the gnawing feeling in my stomach when I do have to work in an A-Z line would eat me up so much that I wouldn't be able to concentrate on anything at all. That's why accommodations are important, rather than trying to change your child's behaviour to fit in with neurotypical methods. Don't fall for it! If school isn't working, change the playing field. You aren't 'pandering,' you're giving them what they need to develop their own methods and techniques.
Just wanted to share a bit of positivity and encouragement - you may not see the benefits of letting them to dance to the beat of their own drum just yet, but think about them as adults - I've never seen a leader or an advocate who just knuckled down and did what everyone else was doing...