We investigated how teachers could be encouraged to develop and enact inclusive practices in their communication with children who have speech, language, and communication needs (SLCN). This research was conducted in Saudi Arabia, where official policy and legislation state that inclusive education is to be supported. The present exploratory, qualitative study investigated the perceptions of 11 elementary school children with SLCN, in addition to 12 parents and 14 teachers. Data were secured through semi-structured interviews during which we explored the ways teachers engaged in inclusive practices for improved adult-child communication. Two themes were identified from a content analysis of interviews: (1) exclusionary adult-child communication approaches and (2) recommendations for improvement of inclusive aspects of classrooms. The results suggested several implications for learners with SLCN as well as for schools at the local and international levels. The current research was the first study of its type to investigate the perceptions of learners with SLCN and their parents and teachers in Saudi Arabia.