Over the last few decades, inclusive educational practice has developed into a guiding political vision in Norway, as it has in several other western countries. This article, and the larger study it is part of, takes a narrative approach to the study of how one particular Norwegian primary school teacher deals with realizing the ideology of inclusive teaching in her ordinary classroom activities. Inclusive practice is a complex field interwoven with a great variety of activities. This article, however, focuses on one aspect of the teacher's inclusive practice: how she facilitates her teaching so that everyone may participate in the various school-day activities. The topic is examined by highlighting one recurring typical setting that occurs in the class. The teacher's reflections on the setting are presented, along with a story from the classroom. The story serves as an illustration of how she deals with the setting in question. It is analysed in the light of Bakhtin's (1986) notion of "speech genre" and Tharp and Gallimore's (1988) notion of "activity setting". While Bakhtin's concept takes typical situations and their corresponding, appropriate way of speech communication into account, Tharp and Gallimore's theory focuses on appropriate behavior connected to various settings. In this article I propose a new concept, a term that includes both speech communication and behavior. I call it "activity genre". (Contains 6 notes.)