Background: Globally, there is an increased prevalence of preschool and school-age children diagnosed with Autism Spectrum Disorders. Current reports show that about one in every 110 children fall within this category of disorders. Consequently, the successful inclusion of these children in both regular and special education classes is becoming a critical issue to address. Aims and methods: In this paper, attention is placed on the children' speech, language and communication skills which are the primary deficits associated with this category of disorders. Approaching it from the perspective of speech and language therapy, this paper will offer insights and suggestions to educators in regular schools and special education programs on how to teach speech, language and communication skills to young children with severe Autism Spectrum Disorders. A case study is illustrated to provide the objective exemplar of how a child with severe ASD could learn and improve once being given the appropriate, evident-based and individualized teaching management and intervention. Conclusion: The teaching of speech, language and communication skills to children with severe ASD requires a prior understanding of their behavioral patterns and learning styles. The teaching could be targeted to help them to develop the deficient skills and to use compensatory strategies to facilitate communication. A better understanding of how to teach children with severe ASD in schools will lead to a better teaching and learning experience to both the teachers and the children, with important implications on promoting sustainable inclusive education for these children. (Contains 2 tables.)