When pupils with special educational needs are trying to build relationships with their classmates, they may encounter some difficulties. In this context, an important condition for the development of positive relationships and participation with peers is to possess relevant social skills. Hence, the present study concentrates on the social skills of intact pupils and pupils with special educational needs. The data were collected through modified Assessment scale (SSRS; Gresham, Elliott, 1990). The research sample consisted of 105 students in 9 th grade of Slovak mainstream primary schools. The results were analyzed on the basis of the following three variables: Cooperation, Assertiveness, and Empathy. The results proved that intact pupils reached higher average value of social skills than pupils with special educational needs and it can be concluded that students with special educational needs have greater problems with empathic behavior when interacting with their peers which can gradually lead to the feelings of loneliness or separation. Key wordsInclusive education, social skills, pupils with special needs, cooperation, assertion, empathy. AnotáciaŽiaci so špeciálnymi výchovno-vzdelávacími potrebami môžu mať v školskej triede ťažkosti pri budovaní vzťahov so svojimi rovesníkmi. Dôležitou podmienkou pre rozvíjanie pozitívnych vzťahov, participácie s rovesníkmi je disponovať relevantnými sociálnymi zručnosťami. Táto štúdia opisuje sociálne zručnosti intaktných žiakov a žiakov so špeciálnymi výchovno-vzdelávacími potrebami. Prostredníctvom upravenej posudzovacej škály (SSRS; Gresham, Elliott, 1990) sa vykonával zber dát na vzorke 105 žiakov 9. tried bežných základných škôl. Analýza sa zakladala na troch premenných: Spolupráca, Asertivita, Empatia. Výsledky naznačujú, že priemerné hodnoty sociálnych zručností intaktných žiakov sú vyššie ako u žiakov so ŠVVP a možno konštatovať, že žiaci so ŠVVP majú väčší problém s empatickými prejavmi voči svojim rovesníkom, čo môže postupne viesť k pocitom osamelosti alebo odlúčenia. Kľúčové slováInkluzívne vzdelávanie, sociálne zručnosti, žiak so ŠVVP, spolupráca, asertivita, empatia.

The integration of the students in the school is accompanied by a number of problems, not only with academic success rate of the individual, but also with his inclusion in the team of peers. A minor part of the issue is dealing with the social dimension of the educational process. The contribution is therefore oriented towards the acceptance of the individual, which we examined in the domain of the integrated 398 adolescents regular elementary school. Through the Questionnaire on social acceptance (Juhas, 1990), we measured the degree of acceptance of individuals, their view of the team, the emotional, families and school classes experiencing relationship and relationship to classmates. We found significant differences in the view of the individual to the team class and Emotional survival of the individual in a school class considering to integrated and intact students. These results suggest a subjective view of the individual to the collective of peers. As well, this can be attributed to the small development of social skills integrated individuals, as it indicates the detected a statistically significant difference in the emotional experiences of the individual.