@@ ContextInclusive education is said to emphasise on the fundamental right of people to receive equal recognition, respect and treatment regardless of difference (Armstrong 2008, p.12). The basic concept of Inclusion is that all children regardless of their abilities or disabilities must learn together in mainstream classrooms. When considering the needs of students with the label of Speech, language and communication needs (SLCN) within inclusive education, the responsibility has been placed on both speech and language therapists (SLT) and teachers within classrooms (Korth et aL, 2010; McCartney, Ellis, Boyle, Turnbull, and Kerr, 2010). It is apparent that both groups of professionals have a distinctive role to play in the lives of students with the label of SLCN.The paper will address both the issue of language as a vehicle for learning in the classroom, (for children who find language a challenging medium), but also of children having to develop language in order to learn and communicate. It will present two related qualitative methodologies which have been used to look at the language of classroom interactions at both the macro, whole class level and at the more micro level of the individual childs language learning targets.