This article addresses the need to move from policy to practice in creating truly inclusive schools for Autistic students. It extends the Autistic SPACE framework, covering Sensory, Predictability, Acceptance, Communication, and Empathy, plus physical, processing, and emotional space, from healthcare into education. By contextualising these domains within school settings, the authors offer practical, research-informed strategies to better support Autistic learners and bridge the gap between inclusion policy and day-to-day classroom practice.
This article addresses the need to move from policy to practice in creating truly inclusive schools for Autistic students. It extends the Autistic SPACE framework, covering Sensory, Predictability, Acceptance, Communication, and Empathy, plus physical, processing, and emotional space, from healthcare into education. By contextualising these domains within school settings, the authors offer practical, research-informed strategies to better support Autistic learners and bridge the gap between inclusion policy and day-to-day classroom practice.
