Neurodevelopmental conditions (NDC), such as autism spectrum disorder (ASD) or ADHD, affect a substantial minority of the general population (DSM-5, APA, 2013). Equal school education for all individuals is viewed a fundamental duty (UN, 2015; UNESCO, 1994).

Inclusive education has focus on multiple aspects (participation, belonging and achievement). Inclusion demands that we change and adjust the learning environment in order to respond to the diversity of needs of all learners. Still, currently there is a discrepancy between inclusion goals and education inclusion reality (Armstrong et al., 2010), not at least for children and youth with NDCs (Leifler et al., 2020; Pellicano et al., 2018).

This is also true for Sweden (Bölte et al., 2021), although it has been one of the pioneers for inclusive education along with the United States, Canada and England (Artiles et al., 2011). Inclusion in practice Particularly, the shortage of evidence-based strategies has been pointed out (Parsons et al., 2011). Investigating in capacity building among schools and teachers may be more beneficial to the community than individually targeted clinical services (Leifler, 2020; Odom et al., 2013)