INCLUSION ÓAAIDD 2014, Vol. 2, No. 4, 301–315 DOI: 10.1352/2326-6988-2.4.301 Peer Interactions and Friendship Opportunities Between Elementary Students With and Without Autism or Developmental Disability Zachary Rossetti Abstract This article describes a qualitative examination of the interactions between 2 students, 1 with autism and 1 with a developmental disability, and their peers without disabilities in 2 inclusive, public school elementary classrooms in the northeastern United States. Data were collected by naturalistic observation, semi-structured observation, and semi-structured interviews. Examining the quality and quantity of interactions, as well as the facilitating effects of educators, the goal was to identify conditions that support the development of friendship opportunities. The findings indicated that inclusive education and having classmates who accepted them were not enough to result in consistent friendship opportunities for the 2 focal students. Findings included (a) the identification of missed opportunities for educator intervention to support friendship opportunities, and (b) the success of several educator strategies to facilitate friendship opportunities. Implications and considerations to improve conditions to support friendship opportunities in inclusive elementary classrooms are shared. Key Words: Autism; developmental disability; peer interaction; friendship; inclusion Friendships are vital relationships in all of our lives. Friendships among children and adolescents are defined as reciprocal relationships in which two individuals want to spend time together, share affection, and have fun (Bukowski, Newcomb, & Hartup, 1996). For younger children Buysse (1993) defined friendship as ‘‘a dyadic relationship between peers, characterized by repeated interest in spending time or playing together and enjoying the time with each other’’ (p. 381). Friendships result in greater opportunities for social, emotion- al, and cognitive development, aiding in the acquisition of interpersonal skills, future social success, and emotional well-being (Newcomb & Bagwell, 1996). In one study it was found that having reciprocal and meaningful peer relation- ships resulted in positive outcomes in school engagement and general self-esteem (Liem & Martin, 2011). Supporting and examining friend- ships between students with and without disabil- ities has been a focus of special education in the United States (Meyer, Park, Grenot-Scheyer, Schwartz, & Harry, 1998; Perske, 1988; Strully & Strully, 1985). Inclusion is an integral component and the practical reality of special education services in public schools in the United States. Recent data indicate that 95% of students with disabilities receiving special education services spend at least a portion of the day in general education class- rooms, and over half (61%) now spend 80% or more of the day in general education classes (U.S. Department of Education, 2013). Proponents of inclusion have stressed that students with and without disabilities benefit socially–and may develop friendships–from interacting together in age-appropriate general education classrooms (Bi- klen, 1992; Jorgensen, Schuh, & Nisbet, 2006; Schnorr, 1990). Z. Rossetti 301