This paper presents Interactive Groups as a practice that enables the successful inclusion of children with disabilities in regular classrooms. IG is in line with the last decades evidences against the segregation of children with disabilities (Dunn, 1968) and those that demonstrate that heterogeneity and interaction fosters children’s learning opportunities (Vygotsky, 1978), and allow for sharing capabilities and distributed intelligence (Pea, 1993; Werstch, 1998). The analysis of children with disabilities working in IG demonstrates that this is an inclusive learning environment for these students, where they get the necessary support to learn and be part of a group within regular classrooms, while the entire class benefits from their participation. IG enable children with disabilities receiving help from classmates and community volunteers, while working in the same activities, thus enhancing their learning based on a social model of disability. Additionally, opportunities are created in which children with disabilities can help their peers; which produces greater acknowledgement of these students’ abilities and improves the image that the class has of them. As a result, children with disabilities increase their motivation and spend most of the time engaged in the group learning interactions.