The number of pupils with cochlear implant (CI) has seen a sharp increase in public schools in Sweden. This study focuses on communicative strategies in inclusive classrooms where pupils with CI are members. The empirical ethnographic data comes from two mainstream classrooms in Sweden where pupils and adults use a range of technologies, and strategies, (co)creating opportunities for communication and learning in everyday classroom life. The analyses indicate that pupils with CIs are responsible for their own communicative participation in mainstream classrooms (when they can't make sense of or don't hear oral talk), while their right to choose or regulate communication channels are not uncommonly curtailed by the adults. Different technologies play an important role in inclusive classrooms where pupils with CIs are members but these at the same time sometimes create barriers for participation. They cannot therefore be seen as a panacea for pupils with CI in inclusive educational settings.