Peer support interventions are emerging as an effective alternative to traditional paraprofessional models for assisting students with moderate to severe disabilities to access the general curriculum. To contribute to the refinement of peer support interventions, we evaluated the impact of altering the number of participating peers on the social and academic outcomes of students with and without disabilities. Our findings indicated that changes in the configuration of peer support arrangements differentially affected student outcomes. Specifically, higher levels of social interaction and contact with the general curriculum were observed when students with disabilities worked with two peers relative to one peer. The additive benefits of a second peer provide guidance to educators concerning the implementation of peer support interventions in inclusive classrooms.
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