Abstract The continuing policy commitment to Inclusive Education internationally requires the prioritisation of the creation of inclusive schools in practice. Research with autistic students highlights the complex and multifaceted nature of their school experiences, with inappropriate environments and inadequate teacher knowledge and understanding often reported. This article endeavours to complement existing policy and research by providing a roadmap for the practical enactment of inclusive education for autistic students in school settings. Drawing on the Autistic SPACE framework originally designed for healthcare settings, the current authors extend its applicability to the education landscape. The Autistic SPACE framework affords consideration to the core areas of autistic difference. It comprises of five core domains: Sensory, Predictability, Acceptance, Communication and Empathy, supported by three wider domains: physical space, processing space and emotional space. Using an extensive research base, the domains of Autistic SPACE are contextualised from an education perspective. In an effort to bridge the research-to-practice gap, practical ideas for implementing the Autistic SPACE framework in the school context support are provided.
McGoldrick et al. (Fri,) studied this question.