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Inclusive teaching strategies have been shown to promote teaching and foster students’ full participation and learning in language classrooms. Therefore, the objective of this study was to determine if inclusive strategies have the same impact on students with difficulties establishing and maintaining close interpersonal relationships. The impact of these strategies was examined in 32 participants by using experimental research. The experimental group (16 students) received instruction with inclusive teaching strategies (Cooperative Teaching, Learning, and Peer Tutoring) for three months. The control group (16 students) received traditional, behaviorist instruction. The findings suggest that the proficiency levels of students with interpersonal relationship problems raised to 24.73%. The control group showed 5.2% growth. Implications suggest that immersion in an inclusive school environment can optimize the students` language acquisition, and contribute to the solution of interpersonal relationship problems.