In this presentation we focus on classroom discourse developed within a special teaching group organised for pupils in need of special support, mainly diagnosed with ADHD or ASD. Drawing from Mehans work (1979) on Instruction – Response – Evaluation (I-R-E) we analyse the basic structures of classroom lessons. The research is ethnographic inspired and based on participant observations, fieldnotes, and tape/ video-recorded interaction within this setting. The issues explored in our study concern how the special services invoked by teachers and pupils evolve in interaction and determine the outcome of the daily schooling and the educational career of the children. A first analysis indicates that the pedagogical arrangements considered suitable for the children classified in these manners mainly consist of individualized teaching, i.e one-to-one interaction between teacher and pupil. Children are physically separated from each other and sit in different places of the classroom, often surrounded by shields. The expressed goal is to prepare the pupil to be able to participate in mainstream class again. Another interesting finding is that the teacher is leading the talk with a single pupil as if it was a lesson in a regular classroom with many pupils, in a classical I-R-E manner.