Research and Professional Reading

There is a wide range of research and professional reading published for and targeted at practitioners on Autism and Inclusion. Highlighted below are some suggestions which have been suggested by specialist autism practitioners, academics and autistic individuals.  some examples have been included on the page. this list is not exhaustive and the Toolbox working group will regularly review this page. Suggestions to be included can be sent to

In order to support the development of the Autism Toolbox the following two reports were compiled to: 

a) Review the evidence for effective educational interventions for autistic learners, and
b) Audit approaches to professional learning and implementation being used in Scottish local authorities in 2019.

Autism Summary of Evidence for Effective Interventions November 2019

Summary Local Authority  Autism Professional Learning 2019 

A selection of professional learning reading and films has been complied onto one file. Select ‘here’ to download it.

Scottish context for inclusion (click here)

The National Framework for Inclusion  provides guidance for teachers on inclusion and inclusive practice.  The NIF consists of a series of reflective questions linked to the Professional Standards for Scotland’s teachers.  Working together, the Professional Standards and NFI provide a structure for teachers to reflect upon the national vision of social justice and inclusion. 

Inclusive Pedagogy – A Framework for Teacher Development in a Range of Contexts 

Inclusive Practice Programme – Key Lessons for schools Aberdeen University 

What Counts as Evidence of Inclusive Education

Maciver D, Rutherford M, Johnston L, Roy AS. Prevalence of neurodevelopmental differences and autism in Scottish primary schools 2018-2022. Autism Res. 2023 Dec;16(12):2403-2414. doi: 10.1002/aur.3063. Epub 2023 Nov 27. PMID: 38009513.

Understanding Autism (click here)

  • The Scottish Government  Different Minds   website was created in partnership with autistic people.
  • In partnership with specialist bodies, the General Teaching Council for Scotland has published a series of professional guides focussing on additional support needs, including neurodiversity and autism:

professional-guide-understanding-neurodiversity.pdf ( 

professional-guide-meeting-needs-autistic-learners.pdf ( 

The Neurodiversity paradigm

Book chapter from the National Autism Implementation Team (NAIT):

Rethinking Autism Assessment, Diagnosis, and Intervention Within a Neurodevelopmental Pathway Framework can be found here.

Uniquely Human – the podcast

A series of podcast discussions by Barry Prizant, co-author of the SCERTS framework and Dave Finch’.

‘The Podcast expands the conversation on autism and neurodiversity by amplifying the voices of autistic individuals and thought leaders in providing insightful, cutting-edge and practical information about the autistic experience.’

Listen to the podcast here: Uniquely Human: The Podcast – Uniquely Human: The Podcast

The ‘Double Empathy Problem’

Crompton, C. J., Ropar, D., Evans-Williams, C. V., Flynn, E. G., & Fletcher-Watson, S. (2020). Autistic peer-to-peer information transfer is highly effective. Autism, 24(7), 1704-1712.

Dr Mary Doherty Neuro-affirming Community of Practice Scotland Keynote October 2023 – ‘Steps towards becoming a Neuro-affirming Practitioner’

Dr Mary Doherty Neuro-affirming Community of Practice Scotland Keynote October 2023 (

CRAE Annual Lecture 2022: “Neurodiversity-affirmative education” Sue Fletcher-Watson

CRAE Annual Lecture 2022: “Neurodiversity-affirmative education” Sue Fletcher-Watson (16/03/2022) (

Assessment (click here)

Middletown Centre for Autism Sensory Processing Resource

This resource details possible strategies for use  with autistic young people. The strategies should only be used after appropriate assessment and should be individualised to meet the unique needs of the child or young person.

The SCERTS® Model 

A framework increasingly being used  as a tool in Scottish education as a targeted approach to assess and plan to meet the needs of learners with additional support needs for whom a more tailored plan for support is required.  The SCERTS® framework considers the child’s stage of development with regards to social communication and emotional regulation and directs practitioners to suitable supports to promote engagement, meaningful participation and learning. 

Supporting Learners and Families (click here)

Autism Level UP!

An ‘autistic – allistic partnership’ providing a variety of information and resources relevant to supporting autistic individuals: 

“We aim to meet people wherever they are in their journey and help them continue forward. From real awareness all the way through empowerment and advocacy. “

Middletown Centre for Autism Life Skills resource

The resource aims to assist in developing and supporting the child and young person with autism with life skills across their life span.

Enquire – The Scottish advice service for additional support for learning

The Scottish advice service for additional support for learning, providing information and advice for parents and carers, young people and professionals.

My Rights My Say

My Rights My Say – a children’s service supporting children aged 12-15 to use their rights. They provide advice and information, advocacy support, legal representation and a service to independently seek children’s views about the support they receive with their learning.

Social and Emotional Wellbeing (click here)

Sleep Scotland

‘Sleep Scotland’ have information which may help families and children and young people.


Mandy, W. (2019). Social camouflaging in autism: Is it time to lose the mask? Autism, 23(8), 1879-1881.

Hull, L., Petrides, K.V. and Mandy, W. (2021), Cognitive Predictors of Self-Reported Camouflaging in Autistic Adolescents. Autism Research, 14: 523-532.

Transitions (click here)

The Scottish Transitions Forum 

Aims: Improving the experiences of young people with additional support needs going through transitions.

Autism and the Six Nurture Principles (click here)

NAIT Guidance – An Autism Lens on the Six Principles of Nurture 

Nurture groups, nurturing approaches and trauma informed practice are widely used in current education practice. There is acknowledgement that adverse childhood experiences can impact upon long term health and wellbeing outcomes. There is almost no peer reviewed, published evidence about how nurturing approaches apply for autistic learners (or those with related neurodevelopmental differences).

Select here to download full guidance.  

GTCS Teaching Scotland Magazine Article

Select here to access NAIT’s article in the January 2021 edition of the GTCS Teaching Scotland Magazine – Pages 18 – 21.