The guidelines for Irish special classes state that students enrolled in special classes should be included in mainstream settings as much as possible in line with their abilities (NCSE, 2016). However, for A/SLD inclusion can be minimal and many pupils remain segregated from their mainstream peers for all or most of their time in school. There is limited literature discussing how A/SLD can be included alongside their peers in mainstream schools and no actual research carried out in relation to what inclusion may look like for this group of pupils. Research into increasing the quantity and quality of inclusive experiences for A/SLD is warranted especially as it is likely A/SLD will need further environmental and teaching adaptations. Research was carried out over five months in three primary schools with autism special classes with the aim of investigating whether collaborative planning, professional learning and the use of planning and tracking tool (PTT) could support an increase in the quantity and quality of inclusive experiences accessed by an autistic pupil with SLD. Research was based on understanding A/SLD through the neurodiversity paradigm and the social model of disability. Quantitative data was used to ascertain increases in the quantity of inclusive experiences and qualitative approaches were used to ascertain whether the inclusive experiences could be deemed of quality. Understanding the day to day reality of planning and organising inclusion for this group of pupils was influenced through participant experiences, interactions and perspectives. The research intervention involved the principal, in a facilitating role, along with a special class teacher, a mainstream teacher and SNA working collaboratively to plan, organise and track inclusive experiences for an A/SLD. A neuroaffirming programme was developed, influenced by quality of life indicators. Participants used this to plan inclusive experiences alongside peers. The mainstream setting was used as a context of experience where functional and meaningful targets could be achieved. A series of professional learning seminars were delivered each month during the research period to further support participants to plan inclusion. The quantity of inclusion increased for all three pupils. This was measured using data relating to the frequency and duration of inclusive experiences. Additionally, the quality of inclusion increased for all three pupils. This was measured through the inclusive experience’s alignment with selected key principles of naturalistic developmental behavioural interventions; the nature of teaching targets, context of intervention delivery, and instructional indicators. The research thesis concludes that it is possible to functionally and meaningfully include A/SLD alongside their peers in mainstream settings for periods of time. Practice and policy implications are offered to primary schools with special classes in relation to how primary schools with special classes might increase the quantity and quality of inclusive experience for A/SLD. A recommendation is made that further guidance be published in order to support schools in planning inclusive experiences for all pupils enrolled in special classes regardless of their cognitive ability.