With the increased public attention to a rapidly growing number of children being diagnosed with autism spectrum disorder (ASD), it seems as if there is an equally rapid growth of new specialized programs catering to this group of children. The question to be considered is, if there are indeed promising models based on inclusive settings, why does there appear to be more attention given to creating segregated programs? In this article, the author contends that if people are to promote inclusive programs for "all" students, then they must: (1) put more effort into educating parents and professionals regarding the current evidence base for effective inclusive programs for children on the autism spectrum; and (2) continue to research and disseminate data regarding how to provide "special" programs within inclusive settings. (Contains 2 tables.)