Social inclusion has become an increasingly relevant issue in public school education during the past several years. Differences between social skills in students who were educated in inclusion elementary school classrooms and those who were not placed in inclusion classrooms were examined. Teachers were asked to rate the social skills of students in grades two, three, four, and five on the Social Skills Improvement System Performance Screening Guide (SSIS-PSG) prosocial screening measure. Results of between-group comparisons demonstrated that no significant difference existed between the social skills of general education students who were placed in inclusion classrooms and those who were not. The social skills of students who participated as role models in inclusive social skills training groups were also measured to determine if the social skills of general education students improved after participating in these groups. Results indicated that role model students demonstrated significantly higher social skills, as evidenced by self and teacher pre-and post-test ratings on the Social Skills Improvement System Rating Scales (SSIS-RS), after participating as a role model in social skills training groups with disabled peers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]