Building inclusive systems for elementary and special needs education is an important challenge. The present study examined the methods of teachers in regular elementary school classes that included children with educational support needs. First, we examined the approach of the teacher, including their intentions and aims. We then administered a questionnaire and analyzed a video recording of class meetings, school events and classroom activities. In addition, we created a map of the classroom group, examining the effectiveness of the teaching approach. The results indicated that by repeatedly undertaking classroom activity in line with the teacher’s intention and aims, the classroom group exhibited a form of self-government. These findings suggest that class group organization is an important factor for cultivating the quality and ability of the class to operate as a “small society”.