In this second part of a 3-part series on partnering with schools for inclusion, we focus on conditions for inclusion. Specifically, we explore the importance of the presumption of competence, an unrestricted rather than 'least restrictive' environment, social emotional learning for all, as well as universal design for learning. The audience for this presentation is primarily parents and carers of Autistic children, though education professionals might also find the information relevant. Note that this presentation will refer to Australian laws and to the specific Australian educational context.