The purpose of this study was to examine how one teacher manages to include students with special needs in an ordinary classroom. We describe how she attempted to achieve positive academic and social outcomes for students in the classroom, and especially how she handled a boy with impulsive and uncontrolled behaviour. Data collection was carried out by means of observations, video recordings and interviews. The theoretical framework was based upon sociocultural theory; and the main themes were cognitive learning processes, social learning processes and collaboration processes. Important concepts in this connection are caring, dialogue, scaffolding, other-regulation and self-regulation.