In this conceptual practice-based article, we establish the need to examine inclusive-oriented pedagogical strategies to support individuals with autism. We believe that educators who use critical reflection can detect many of the common misconceptions about autism, learn how to re-frame these understandings, and consider alternative ways to support these students within inclusive classrooms. This article provides innovative pedagogical approaches for competence-aligned instruction, cultivating a web of communication access, bolstering social interaction, and supporting changes in the environment and with sensory experiences. We also described ways to decenter speech to create a classroom that values dynamic engagement, divergent ways of thinking, and shift the hierarchical expectation toward thinking and honoring multiple methods of expression. The purpose of the article is to re-frame common misconceptions and provide pedagogical strategies that center autistic individuals within inclusive classrooms.