I'm a sped teacher who co-teaches in a full inclusion setting. I started the school year with an emotionally disturbed child (not officially diagnosed, just based on my experienced opinion) in my classroom who admin refused to be honest about. I was told to just keep collecting more data, and got in trouble when I said at a staff meeting about the student: "The screaming in the classroom has got to stop." Nothing was working with this child, she was supposed to have an aide but the district couldn't/wouldn't provide one, and so every day I had to choose: be this girl's one to one aide or ignore her and teach the other special ed kids in the classroom. It was suggested to me by admin that I basically just be her aide. I couldn't include her in group work. As a special ed teacher, I can vouch that inclusion won't work--and doesn't!--if you just try to include anyone and everyone without adequate supports. Special ed teachers are not miracle workers. That all said, your story about Ally is different, I realize. I have worked many times with students with ASD, with all levels of need. But truly emotionally children are also being included in these co-taught classrooms, as some people have commented here, simply to save the district a few bucks, IMO. As a sped teacher it's heartbreaking to feel so helpless with that one student...and so useless to all the others at the same.

(As an aside, I was told it was "okay" if the student screams in class, and that I was violating her IEP by suggesting otherwise. Ridiculous but true. It led to the student being removed from the class and a letter of reprimand put in my file for apparently being a sucky, whiny special ed teacher who couldn't deal with hourly disruptions to learning).