This chapter examines interpreted-mediated education and how teachers and interpreters can collaborate on facilitating inclusion when students with signed and spoken language are in the same class. In specialized literature, inclusion is understood as a general approach to teaching and organization that enhances the learning outcome and sense of belonging for all students. To achieve this goal, all participants in the event must share the responsibility for quality in the class-talk practices so they become accessible to all students. Examples are provided of some issues teachers and interpreters can collaborate on, relating to coordination of talk tempo, visual accessibility, group-work conversations, bilingual support, organizing the physical learning environment, and supporting the social learning environment.