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Evidence is growing that co-operative, interdependent learning positively affects the skills acquisition of students with learning challenges. This article outlines a study of three children with multiple severe disabilities placed in regular classrooms. It shows that these children were able to achieve targeted basic skills, while also showing that other members of their co-operative learning groups performed as well in meeting academic goals as those in a co-operative learning group where there was no child with a severe disability. Keywords: Education, Inclusion, School age