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This article discusses the obstacles to full participation in the classroom for students with disabilities now that inclusion is more common. The article suggests that inclusion is happening on a physical level but not on a mental/emotional level. The article covers the strategies used by parents and teachers to facilitate peer acceptance and friendship development for children with disabilities. Many such attempts have been successful but it is stressed that such relationships need careful nurturing and that attitudes take time to change. Keywords: Attitudes, Friendship, Inclusion, School Age, Education