The focus of this enquiry was the interplay between policy and principles of inclusion, resource and class teachers’ interpretations of this, and the manner in which policy and principles are enacted in their practice. The enquiry’s purpose was to provide insight into inclusive practice from teachers’ perspectives and to increase understanding of inclusion by systematically documenting teachers’ intentions and pedagogical routines, Additionally, it was anticipated that documenting these ‘realities’ had potential to inform, refine and alter existing policies while also providing insights relating to improvement of practice. Within the constructivist paradigm, an emergent, two-phased, interpretive research design espousing a grounded theory approach was adopted. Based on nine resource teachers and nine class teachers each pairing in a particular school, interviews to elicit teachers’ interpretations combined with observations to document the detail of practice generated data from which nine case studies were crafted. Findings indicate that inclusion is highly complex and dilemmatic. Inclusion has to evolve further as learners with SEN are accommodated only to the extent that they can be included within the needs of the mainstream class. The significant contribution of this enquiry to understanding inclusion is that teachers’ interpretations and constructions of inclusive practice are grounded in the central tenets of communicative routines, attunement and coherence-ffagmentation. The pedagogical practices central to facilitating inclusion are as follows: mediated talk and questions to assess learning; transactional teaching-learning actions and interactions contributing to transformational teaching-learning episodes; and, optimal interfacing of resource and class teachers. Mediated talk and practices of attunement are associated with context and are more likely to occur during either teaching involving smaller groups withdrawn to the resource room or co-teaching within the mainstream class. Recommendations relating to policy and professional preparation are made as a means of supporting the developments to practice critical to securing and sustaining inclusion.