This project explores the experiences of students who receive special educational support (SPS), specifically what teachers have done to make it easier or harder for them to participate in class. The aim of the project is to help teachers create an inclusive classroom. My focus group interview with 7 SPS students revealed that the students value 1) a good and judgment-free relationship with the teacher 2) clear reading instructions for curriculum texts 3) fixed groups in group work 4) clear and comprehensive PowerPoints and structure and 5) that the teacher invites students to share if they receive SPS support.