Effective educational practices play an instrumental role in student success. In the context of an inclusive classroom, it is crucial that educators use evidence-based practices to ensure all students meet educational outcomes. This literature review paper focuses on two evidence-based pedagogies, namely direct/explicit instruction (DI/EI) and social constructivist approaches, and their effects on an inclusive classroom. Special consideration is given to cooperative learning and concrete implementation guidelines. Lastly, the complimentary effects of combining DI/EI and social constructivist practices are investigated to advance an argument for using a variety of evidence-based practices within inclusive classrooms.