Students with ASD are a natural part of today’s classrooms and are expected to acquire knowledge within the framework of mainstream education. It is also important to mention that the group is very heterogeneous. Despite statutory provisions explicitly stating that every child has the right to develop their full potential, children with ASD risk not completing their education because schools are not sufficiently prepared to provide teaching that includes these students. Extra adaptations are measures implemented to support teachers in their work with students with diverse needs within the framework of regular teaching. This thesis examines art teachers’ perceptions of this measure as well as strategies used to support this specific group of students. The study revealed that the understanding of the term extra adaptations is highly context-dependent, and that strategies such as flexible assignments, predictability and building relationships are key elements in adaptation work for students with ASD.