In the past, teachers had to learn new strategies for teaching children with disabilities using trial and error. However, today's teachers are required to effectively teach ALL students using research-based strategies in inclusive classrooms that encompass both traditional and special education students. The following article will include teaching strategies and methods critical to the success of not only traditional 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 teaching, and even some behavioral strategies involving self-monitoring. One teaching model that will be referenced throughout this article 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 even reduce teacher frustration and even improve the academic and behavioral performance of students with autism, as well as average learners in various contexts. IntroductionWhen President Bush signed the No Child Left Behind (NCLB) Act, the goal of which is to ensure that all students will have a better opportunity to learn and achieve their dreams. (www.whitehouse.gov/infocus/achievement/chap12.html). This law states that every teacher must be highly qualified in their core areas, use research-based teaching methods, and present information to parents in a timely manner. While meeting NCLB requirements, schools across the country are trying to minimize the achievement gap among students, including those in special education. One way to achieve this is to use effective and proven teaching strategies/methods which should include