of role indicators in the features of seven friendships at the same inclusive elementary school, and reported that these features changed over the course of several years, resulting in a change in the type of relationships between the children. Although the researchers in each of these case studies attempted to categorise relationships of children with disabilities in inclusive settings, they did not apply systematic measurement of behaviour that was indicative of particular roles, nor did they analyse these beha- viours in order to classify the relationships. Instead, data collection was based primarily on anecdotal records and informal interviews. In addition, all classifications were formulated post hoc and the total number of participants was very small. Thus while these studies provide a good basis for formulating more specific research questions for further study, they provide limited evidence of consistent roles or types of relationships engaged in by children with disabilities with their peers.