When implementing educational innovations, teachers' approaches to integrating new teaching demands are a crucial factor in their professional development. This becomes especially important in inclusive mathematics education, where teachers are demanded to integrate two jobs: (a) create joint learning experiences for all students and (b) provide focused learning opportunities for individuals. These jobs and the orientations in which they are pursued are perceived as conflicting demands by some teachers, while others do not. Within the model of content-related teacher expertise, this qualitative study investigates teachers' practices for integrating these demands by disentangling the interplay between teachers' self-reported practices and their underlying orientations about inclusive education. The analysis reveals that only some teachers explicate conflicts between inclusive teaching demands. It also shows that teachers command a variety of different practices for dealing with the new teaching demands and that some complex practices can indeed integrate different demands simultaneously. Implications include the insight that professional development programs on inclusive education should pay careful attention to teachers' articulated jobs and orientations in order to promote the integration of teaching demands. Beyond this specific professional development content, the search for practices for integrating demands arising from an interplay of jobs and orientations might be a promising professional development research approach for increasing the scope of professional development.