Bernsteinian concepts of classification and framing are proposed for the analysis of the inclusive practices involved in the organisation and communication in classrooms. The assumption is that the processes of construction of shared understanding and communication between teacher/students with SEN and students/students with SEN may vary as a function of the different structure and organisation of schools. Structural and interactional descriptions of classrooms – as an analysis on micro-level - may provide a description and exploration of the consequences for students with special educational needs based on different forms of social organisation.