During March 2025, doctoral student Megan Abraham will observe an intermediate teacher trained in Cognitively Guided Instruction using a qualitative case study design. She will be applying a sociocultural and neurodiversity theoretical perspective to investigate the nature of the opportunities a general education teacher provides students with disabilities to engage in mathematical discourse in inclusive classroom settings. The study will include classroom observations, student work and teacher interviews. The goal of the project is to explore the implications for practice, informing preservice education and in-service educators about instructional methods that support opportunities to engage students with disabilities in math discourse in inclusive math education settings.