The paper presents contemporary researches in the field of educational inclusion of students with disabilities and its legislative framework and view of modern support model of educational inclusion – person centered planning with an emphasis on the method of circle of friends. The goal of this study was to examine the effects of participation in the circle of friends on social and emotional characteristics of typical students and students with disabilities within the regular class. In this study were monitored variables quality of friendship, the size of social network, the level of empathy, self – esteem and the frequency and type of interaction during the recess between children with disabilities and their typical peers. It was used a combination of quantitative and qualitative methodology achieving a more comprehensive approach through the appreciation of the opinions, experiences and expectations of students in inclusive school, their peers, parents and teachers. Data were collected before and after the implementation of the circle of friends. Data of students with disabilities were compared with data of typical peers. After the implementation of the circle of friends method there were significantly greater quality of friendship and greater number of friends (t=4,76, ss=29, p<0.01) of the students who participated in the circles of friends in relation to their results in the initial measurement. Qualitative data also indicated an increase in the quality of friendship and in socializing in free time with the lack of initiative for socializing and a certain isolation of students in the center of the circle of friends. It has been shown that belonging to minorities or overprotective parents may reduce the positive effects of the circle of friends and therefore is necessary to introduce additional facilities in technique itself. Typical peers are also achieved benefits through participation in the circles of friends and developed empathic and friendly relations with students with disabilities, and this was recognized by parents. Girls are more facilitative and friendly oriented towards students in the center of a circle of friends. Qualitative data indicate the need for social skills training. Data also shows that the student in the center of the circle of friends perceived himself more equitable and others were perceived more his individual characteristics independent of the difficulties after the implementation of the circle of friends. Participants and students who did not participate in the circles of friends did not differ in the initial measurement, but surprisingly, not even in the final. Such a finding may be possibly attributed to the effects of the expansion of the circle of friends to the entire community. Empathy and self – esteem are significant predictors of quality of friendship measured before the implementation of the circle of friends and together explain 43% of the variance of criterion, while empathy and the quality of friendship from the first measurement together explain 61% of the variance of quality of friendship in the second measurement.