In inclusive classrooms, which approach best promotes collaboration between a student with a disability and nondisabled peers during activities?

• A. Pairing the student with nondisabled peers for collaboration during selective class activities
• B. Assigning the student to work only with a paraprofessional on all tasks
• C. Keeping the student in a separate group for all activities
• D. Having the student work independently on center activities

Answer: (A)

Collaborative learning with nondisabled peers during select class activities helps inclusion by giving the student with a disability real opportunities to interact, communicate, and contribute within a group. When they are paired with nondisabled peers for chosen tasks, students practice sharing goals, negotiating roles, and using peers as models and supporters, while the teacher can provide needed scaffolds as situations demand. This approach fosters social connections and joint problem solving in authentic classroom contexts, without removing the student from the peer group or making them rely solely on an adult.

Other approaches that rely entirely on a paraprofessional, place the student in a separate group, or have them work independently tend to reduce opportunities for peer interaction, which can limit social learning and true participation in the classroom.