Inclusive environments toolkit
This toolkit provides practical guidance for making indoor environments more inclusive and accessible for autistic and neurodivergent young people, covering sensory audits, preparation tips, and event-day strategies to reduce stress, support communication, and promote comfort and participation.
Ordinarily Available Inclusive Provision
This document sets out Greater Manchester’s expectations for Ordinarily Available Inclusive Provision (OAIP) in schools, outlining consistent best-practice strategies across partnerships, ethos, environment, curriculum, assessment, communication, resources, staff training, and transitions, while also signposting when and how to provide additional SEN support beyond what should already be in place. This is a new document that […]
Collaborative problem solving
This tool provides a trauma-informed, collaborative problem-solving approach (NEST: Nurture, Empathise, Share context, Teamwork) to help young people in distress by reducing stress, supporting recovery after meltdowns, and working together on solutions that address underlying needs rather than using punishment or rewards.
Claire Neilson’s Barriers to Education Checklist (autism specific)
This tool is a checklist designed to help professionals identify and address barriers to education for autistic pupils experiencing extended non-attendance, enabling tailored action plans and support strategies.
Early Identification of Needs Tool
This tool is a structured, collaborative questionnaire and planning resource that helps schools, families, and young people identify early barriers to attendance (academic, social, emotional, family, and wellbeing factors) and develop personalised support plans with regular reviews to improve engagement and reduce emotionally based school non-attendance.