The rapid international expansion of literature on Japanese lesson study in regular education does not apply to special education. Education in English-speaking countries values interpersonal relationships of children with autism spectrum disorders (ASDs) but needs more research. The professional experience of Japanese special educators provides a natural laboratory to observe interpersonal relationships practice in everyday classroom activities. Short stories from a special education unit in a Japanese elementary school provide snapshots of three teachers' collaborative lesson study with colleagues and their approach to teaching groups of children including those with a dual diagnosis of ASD and intellectual disability.