This symposium presents the Interactive Groups (IG), an inclusive classroom arrangement that has demonstrated to improve the learning opportunities and outcomes of diverse students. Different theoretical contributions support the importance of creating dialogic and interactive learning environments (García, 2012). This is the case of the theory of dialogic learning (Flecha, 2000), the theory of dialogic action (Freire, 1970), the approach of dialogic inquiry (Wells, 1999), or the notion of dialogic imagination (Bahktin, 1981). IG is a dialogic learning environment that responds to such theories. It consists of small groups of heterogeneous students who, based on peer interaction and community participation, draw on students’ diversity to enhance their learning while overcoming segregation and discrimination in education (Valls and Kiriakides, 2013), which are key features of inclusive education (Ainscow, 1999).

IG were analyzed within the framework of the European Commission’s funded research INCLUD-ED. Strategies for inclusion and social cohesion in Europe from education (2006-2011, 6^th Framework Programme), which identified IG as a Successful Educational Action. The INCLUD-ED project, the only research project on social sciences highlighted by the European Commission among the 10 success stories of the European Commission’s Framework Programmes of Research, studied successful schools across Europe, covering different educational levels –from pre-primary to secondary education– and programmes, including special education. Based on the analysis performed, the papers in this symposium explore different dimensions and outcomes of this classroom practice which show the whys for its excellent results in student achievement. This symposium pays particular attention to the way IG contributes to create an inclusive learning environment for all students which thus responds to their right to succeed in education.

This symposium is composed of four papers which analyze different characteristics and contributions of IG to inclusive education. The first one explains IG as one of the forms of inclusive classroom arrangement that research has demonstrated to contribute to the best learning outcomes as a result of a particular way of organizing both the students and the resources to support their learning. The second paper focuses on the implementation of IG in early childhood education and their contribution to inclusive education and school success since the first school years. The third paper analyses the characteristics and benefits that entail IG when implemented in contexts of cultural diversity –including cultural minorities and migrants–. Finally, the participation of students with disabilities in IG is explored, and the benefits it entails for all students.

Overall, the different papers show evidence that support IG as an educational action that improve the learning conditions of students who are diverse in terms of ethnicity, language, socioeconomic status and disability, while contributing to build bridges between the environments within school and outside school –like the home and the overall community–. The results achieved with this educational action have already had an impact at the political level. The European Commission’s Communication “Tackling early school leaving” recognizes that schools as Learning Communities, which implement IG, are “reducing school drop-out” (EC, 2011a).