In recent years, The National Council for the Teachers of Mathematics (NCTM) and Common Core State Standards of Mathematics (CCSS-M, 2011) have placed greater emphasis on students developing a deeper understanding of conceptual mathematics. However, research regarding educational supports for students with disabilities in inclusive classrooms that highlight conceptual mathematics learning is limited. The use of Cognitively Guided Instruction (CGI), in which students explain and defend their strategies and solutions of novel word problems to others in a group setting, is one approach to foster this skill. This descriptive case study, consisting of qualitative and quantitative data, investigated the interactions of 3rd grade students receiving general education services (n=8), students referred for special education (n=5), and students receiving special education services (n=4) in the inclusive group setting over a six-week period. Data analyzed included video analysis of student participation and visual inspection of mathematical journal entries and teacher behaviors intended to support the learning of all students. Findings suggested that within in this context, students receiving special education services verbally participated with a similar frequency and duration as students in general education and referred for special education. Furthermore, data from student journals suggested that the three groups of students participated with similar frequency, but students without a disability scored higher, on average, in the areas of understanding, appropriate strategies, and communication than the other two groups.