The present study attempts to evaluate the effective teaching practice for children with special learning needs. The research question framed in the present study for investigation is which practice will be effective in different inclusive classroom settings and what are the factors that contribute for effective practices? Qualitative research was carried out in the present study using the case study method of embedded single case design to answer the research question. This study was carried out in South Norway. Twenty four Schools from four municipalities in three counties were sampled for the present study. Eighty three observations were carried out in the classrooms of selected schools where different inclusive classroom practice was followed. The study observed different inclusive classroom settings namely traditional practice, variety and flexible practice, one to one support practice outside and within the classroom and small groups outside the classroom. The investigators derived different criterion under three categories: 1) interaction 2) support and 3) adaptation for analysing the best inclusive classroom practices. The following criteria were used under the interaction category; teacher interaction and collaboration, teacher and students interaction and collaboration. The criteria used in the support category are general teacher support, special teacher support, teacher supporting student participating in the learning community. The adaptation category has following criteria; classroom facilitation, learning materials and teachers instructions. The result of the study showed that each type of practice has its own advantages and disadvantages in the education of children with special needs. The strength and weakness of each practice were analysed. The finding from the traditional practice shows that those students that need special support do not get the support they need to master their learning. Under the one to one support practice the students got the support they needed to master their learning and they had positive interaction with the teacher in the students' learning process, and the same results were found with one to one support inside the classroom. In small group practice the students had more support and a closer interaction with the teacher than in the traditional practice. The present study concluded that varied and flexible practice in the classroom had met all the criteria listed by the investigators and served the necessary learning requirements of children with special needs. Whereas the remaining four practices had served children with special need to a certain extent only. The study stated that there is a lack of expertise on the part of the general teachers to deliver adapted teaching learning process in an inclusive classroom practice. The study implied a need to build competencies on the part of the general teachers and provide necessary teaching - learning interaction, support and adaptation in all type of inclusive practices.