Public policy and increased acceptance of people with varying abilities have led to the inclusion of children with disabilities such as autism spectrum disorders (ASD) in regular early childhood programs and primary schools. To help integrate the children into the classroom, early childhood teachers need effective interventions they can easily implement with the children with ASD "and" their typically developing classmates together. The use of visual cues, such as "scripts" and "instruction cards"--cards with pictures and short written phrases used in play sessions by children with ASD and their classmates--is one strategy for classrooms that include children with ASD. In addition to benefits like improved social and communication skills for children with ASD, inclusive play groups may benefit the typically developing children as well. The authors have used visual cues in inclusive play group sessions--a small group with a preschooler with ASD and a typically developing peer with monitoring by the teacher that is faded over time. While their suggestions for implementing these strategies focus on preschoolers and kindergarten-age children, teachers can modify the strategies for use with older children and for children with disabilities other than ASD, such as behavior disorders, developmental delays, and speech delays. In this article, the authors provide suggestions, instructions, and examples that are useful to teachers in inclusive early childhood classrooms and help them give children with ASD opportunities to learn new communicative and social skills.