Autistic children experience challenges in interaction with others (parents, teachers, peers). Traditionally this is explained as a social disorder. Supportive technologies often focus on training social skills. A neurodiversity perspective suggests problems instead result from mismatches between autistic and non-autistic ways of perceiving and acting. We co-design with children, parents and teachers interactive technologies supporting autistic children and their others in jointly discovering which interactions work well for both. Using these, we expect reduction of stress and anxiety and higher succesrates at school. In doing so we contribute to a neuro-inclusive society embracing the full diversity of human potential.