Children with autism have unique needs, and providing them with an appropriate education in an inclusive environment requires collaboration between team members. There are extensive articles available to assist with the planning process; however, the most important source of information for educational planning for a child with autism remains the strengths and abilities of that child. This paper examines resources, guidelines, and specific examples that are available for educators to use, in collaborative methods, in order to ensure that an appropriate inclusive education is provided for a student who has been diagnosed with autism.