Closed beta · UK first
Coaching that meets you
where you are.
Evidence-based AI coaching for neurodivergent adults, parents of ND children, and educators navigating impossible roles. Available the moment you need it — not when the next appointment opens.
Coaching is not therapy. We do not replace clinical care.
The urgency
Support shouldn't take 18 months.
The systems that should hold us — diagnostic services, CAMHS, NHS therapy, SENCO supervision — are buckling under demand. Incala isn't a replacement. It's the support that's available right now, between appointments, in the moments that don't fit a calendar.
18+ mo
Average UK CAMHS wait for under-18s
Children's Commissioner, 2023
2-5 yr
Adult autism / ADHD assessment wait in many UK regions
Right to Choose / NHS data, 2024
1 in 5
UK schoolchildren now identified as having SEN
DfE SEN data, 2024
A 38-year-old realising they might be autistic. A parent whose child was diagnosed last week. A SENCO carrying a caseload they can't ethically meet. They don't need to wait years for the support they need today.
Who Incala is for
Three doors, one practice.
One person can be all three — autistic adult, parent of an autistic child, and the SENCO at school. Pick the door that fits today; the others are always open.
For you
Late-identified, exploring, or somewhere in between. Coaching that works with your neurology, not against it.
- ADHD, autism, dyslexia, dyspraxia, dyscalculia, Tourette's
- Burnout recovery, menopause, breaking habits, life transitions
- Voice-aware: the coach hears how you sound, not just what you type
As a parent
Coaching for you — the parent, not the child. The most under-supported person in the system.
- Co-regulation, behaviour as communication, parental burnout
- School advocacy: EHCPs, reasonable adjustments, EBSA
- Anchored in Greene, Delahooke, Siegel, Polyvagal, SCERTS
In education
Teachers, TAs, SENCOs, SLT, EPs. Coaching that holds the structural reality of your role honestly.
- 23+ topic prompts: low-arousal, UDL, EBSA, masking, moral injury
- Aligned with SEND Code of Practice, Equality Act, UDL Guidelines 3.0
- Burnout self-rating, classroom audit, caseload audit
At school-system level
For SENCOs and SLT thinking systemically — policy, culture, OFSTED, governance.
- Whole-school SEND framework, behaviour policy review
- Anchored in Fullan coherence, Hargreaves Collaborative Professionalism
- Designed in conversation with practising SENCOs
What makes Incala different
The coach hears how you sound.
When you talk to the coach, we extract paralinguistic colour — energy, pace, pauses, pitch variation — so the response calibrates to your state in the moment. Not emotion detection. Not diagnosis. A coach who notices when you slow down, when your voice tightens, when silence is processing.
In your browser
The features are computed locally. Raw audio never leaves your device for this purpose.
Opt-in, off by default
Voice tone awareness is a separate consent. The product works fully without it.
Paralinguistic, not emotional
Energy and pace, not labels like “happy” or “anxious”. No clinical claims.
Anchored in the evidence
Not a chatbot pretending to be a therapist.
Every coaching domain in Incala is built on the contemporary evidence base — the people whose work shapes what good ND-affirming, trauma-informed, attachment-aware coaching looks like.
Neurodiversity paradigm:Judy Singer, Nick Walker, Thomas Armstrong, Damian Milton (double empathy), Murray & Lawson (monotropism).
Regulation-first practice:Bruce Perry (NMT), Stephen Porges (polyvagal), Mona Delahooke (iceberg), Stuart Shanker (Self-Reg), Bo Hejlskov Elvén (low-arousal).
Behaviour as communication: Ross Greene (CPS), Anne Donnellan (least dangerous assumption), Barry Prizant (SCERTS, Uniquely Human).
UK SEND context: SEND Code of Practice 2015, Equality Act 2010, EEF SEN in Mainstream Schools (2020), Whole School SEND framework, UDL Guidelines 3.0.
See the full evidence base →
Closed beta
Be part of the early cohort.
We're opening Incala to a small, hand-picked group of beta testers. People navigating their own neurodivergence, parents in the thick of it, and educators carrying impossible roles. If that's you, we'd like to meet you.