Document Type
Article
Publication Date
Spring 2025
Abstract
Students with disabilities often encounter significant barriers when it comes to building positive peer relationships in inclusive classrooms, leading to feelings of isolation and negatively impacting their academic performance and social well-being. This paper seeks to address these challenges by exploring effective teaching strategies aimed at fostering positive interactions among students with disabilities and their peers. Through a comprehensive literature review and classroom observations, the research focuses on identifying practical, readily implementable methods that educators can use in their everyday teaching practices without the need for extensive resources or specialized training. Key strategies such as cooperative learning, social skills training, and peer support programs are examined for their effectiveness in enhancing social engagement, academic participation, and overall classroom climate. The ultimate goal is to empower educators with insights and techniques to create a more inclusive and supportive environment where all students, regardless of ability, feel valued and connected. By investigating what works best, this inquiry-based research aims to contribute valuable recommendations for improving peer relationships, which are critical for the growth and success of students with disabilities in educational settings. This paper highlights the importance of fostering a school culture that prioritizes inclusivity and celebrates diversity, ensuring that all students recognize and appreciate each other’s unique abilities. Ultimately, by focusing on these strategies and fostering inclusivity, we can help all students feel included and appreciated in their classrooms.