This study analysed 33 Individualised Education Programmes developed for pre-schoolers with autism, attending inclusive special education services in North Portugal, based on the International Classification of Functioning, Disability and Health for Children and Youth. The study identified dimensions of functioning addressed in the Individualised Education Programs and the correspondence between the assessment data on children's functionality and the intervention goals. The extent, to which the functioning dimensions overlap with the dimensions considered as essential to the assessment-intervention of children with autism, was also analysed. Results illustrate: the majority of domains addressed in the Portuguese Individualised Education Programmes relates to Activities and Participation; few domains are included both at the assessment and at the intervention level; Environmental Factors are not included in intervention goals; on average, the Individualised Education Programmes included only 32.8% of the dimensions considered to be essential; none of the eight essential Environmental Factors were included in any of the analysed Individualised Education Programmes, demonstrating a lack of consistency in assessment-intervention and difficulties in shifting paradigm. Results are discussed in light of the Ecological models of development and of the Diffusion of Innovation Theory.