Social inclusion concerns the interactions between teachers and students within the classroom (Conway, 2002). It includes factors such as peer acceptance and participation in group activities, as well as the teacher's interactions with all students in his or her class. The first factor is an affective component in which it focuses on how peers and teachers feel towards integrated students. It is also a cognitive approach that concerns the understanding of individual differences and disabilities. The second factor is behavioral and concerns students' verbal and non-verbal actions towards their peers during interaction in group activities. In this last factor, teachers play an important role