Abstract
The purpose of this chapter is to present firstly - with a critical approach - a clarification of the terms and concepts describing the social dimension of inclusion, with regard to students with developmental and cognitive difficulties, in order to identify differences or convergences. These specific variables are usually examined within observational studies of the social interaction among peers, sociometric studies of acceptance, and studies that require self-reports from the students regarding themselves and their social relationships. Furthermore, the variables related to the social dimension of inclusive education for these students, and their development in each age period, are presented. Finally, the chapter focuses on school intervention programmes concentrating on the social dimension of inclusion, and evaluates the impact of such programmes on the daily school life of students with developmental and cognitive difficulties.
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