The system for allocating resources for the educational provision of children with special educational needs (SEN) is undergoing major change at the moment in the Republic of Ireland. With the introduction of a weighted system of allocation in September 2005, mainstream schools will be given more responsibility, along with greater flexibility, for the deployment of teaching resources for children with SEN. Class and supplementary support teachers are currently challenged to work more closely together as practices shift from the predominant segregated model of withdrawing children with SEN for supplementary teaching to teaching them effectively alongside their peers in the inclusive mainstream class. Many schools have already taken up this challenge and the proposed paper describes a number of ways in which Irish mainstream class and supplementary support teachers are working together to best support classroom-based learning for children with SEN. The presenter will draw on pedagogical models of partnership observed in Irish primary schools and on teachers' self reporting of their collaborative practices for the inclusion of children with SEN in the mainstream.