The purpose of this study is to create knowledge about students 'and teachers' experiences of designing instruction from an inclusive perspective. The study is based on an action research effort that is made during a five week period spring term 2015 with four students in grades nine with experience of teaching in special education group and a teacher. Action research effort "A changed approach in practice" was about through a change in working to create opportunities for these students to participate in teaching in the classroom.The method used in this study is qualitative semi-structured direct interviews. The method chosen for the students and the teacher's perceptions and experiences can be reproduced with good detail. The theoretical point is pragmatism which, among other things, intends to arouse curiosity to be engaging emotionally. The results of the study showed that the relationships, pre-understanding, preparation and the importance of the teacher "care" was important for the students to participate in teaching in the classroom. The teachers who participated in the study said that "so little could do so much" teaching to the participating students.Keywords: inclusion, relationships, pupil participation,