This paper examines the mathematical experiences of students with additional and diverse needs in multi-year classes within the educational context of small regional South Australian (SA) schools. Qualitative research methods were used to collect data about how students communicate their mathematical thinking. Opportunities for students to communicate their mathematical thinking were categorised using Bruner's experiential stages of learning. Findings suggest that the collaborative nature of multi-year classes fosters peer learning and cooperation, enabling students to share and build upon each other's mathematical thinking.