This presentation describes the number and types of interaction two students with special educational needs experience in their classroom and playground with their peers, teachers and teacher aides. Data was obtained through video recordings and then coding of the interactions. The results indicate that teacher aides interact with these students the most with instructions and prompts. Teachers and peers interact only rarely. These findings are important as increasing numbers of students with special needs are encouraged to attend mainstream schools but the outcomes in terms of the type and number of quality interactions appear limited.