This resolution builds on the National Council of Teachers of English's (NCTE's) longstanding policies on students' rights to their own languages, resolutions opposing practices that denigrate home or heritage languages, policies supporting the unique learning needs of the individual, resolutions supporting inclusion of exceptional students, and similar language and exceptionality awareness initiatives passed and affirmed throughout NCTE's history. Because of legislation mandating the teaching of exceptional students in least restrictive environments and other mandates focused on the rights of exceptional students, teachers of English language arts (ELA) find themselves teaching increased numbers of students on the Autism Spectrum in mainstreamed classrooms. Students on the Autism Spectrum may experience challenges in any or all areas of literacy affecting engagement, motivation, comprehension, and meaningful participation. Where educators recognize the benefits of supporting learners who are culturally, linguistically, and dialectally diverse, and where they recognize increasing demands placed on ELA teachers to adapt to the needs of exceptional students through inclusion, so must educators recognize opportunities for support of students with the unique language differences caused by Autism Spectrum.