Background One of the most commonly cited rationales for inclusive education is to enable the development of quality relationships with typically developing peers. Relatively few researchers have examined the features of the range of relationships that children with developmental disabilities form in inclusive school settings. Method Interviews were conducted with 25 children with developmental disabilities, aged 5 and 12 years, their 3 closest peers, parents and teachers to examine six types of relationships. Results Behaviours associated with general friendship and acquaintance were the most commonly reported. Few dyads reported high rates of behaviour associated with special treatment, helping, ignoring or intimate best friend relationships. Conclusions The relationships of the majority of dyads were characterised by friendship or acceptance, but evidence for more intimate relationships was limited. An important direction for future research is the examination of ways to encourage more intimate relationships.