Part 6 discusses ways to promote peer interactions and relationships between students with disabilities and their classmates in the general education classrooms. These are understood to play key roles in learning and quality of life (Carter, 2011; Carter, Bottema-­‐Beutel, & Brock, 2014; Carter, Cushing, & Kennedy, 2009). Within the professional literature describing the administrative, logistical, and curricular practices to achieve successful inclusion, there is a clear mandate to offer students with disabilities the same opportunities for social learning, participation, and friendship that are available to all students (Halvorsen & Neary, 2009; TASH, 2010).