In the past, teachers had to learn new strategies for teaching children with disabilities through the use of trial and error. However, today's teachers are challenged to effectively teach ALL students using research-based strategies in inclusive classrooms that include both mainstream and special education students. The following document will include instructional strategies and methods essential to the success of not only mainstream students, advanced students, and students with disabilities, but also students diagnosed with ASD (Autism Spectrum Disorder). The strategies explored in this article are peer tutoring, direct instruction, and even some behavioral strategies that use self-monitoring. One teaching model that will be referred to in this document is known as co-teaching, a model that is increasingly becoming the norm in schools across the country. It is believed that concrete knowledge of teaching methods/strategies can be effective in co-teaching situations and can also reduce teacher frustration and even improve the academic and behavioral performance of autistic students, as well as average students in a variety of contexts .IntroductionWhen President Bush signed the No Child Left Behind Act (NCLB) into law, it was intended to ensure that all students had a better chance to learn and achieve their dreams. (www.whitehouse.gov/infocus/achievement/chap12.html). This law stated that every teacher must be highly qualified in their core subject areas, use research-based teaching methods, and present information to parents in a timely manner. While meeting NCLB requirements, schools across the nation are trying to minimize student achievement gaps, including those in special education. One way to do this is to use effective and proven teaching strategies/methods that must include