Opportunity and ability to join in are features that impact the participation of children with disabilities. Attendance is a prerequisite for participation, but simply integrating students with disability into mainstream schooling does not automatically mean that the student experiences the feeling of being included. Students with disabilities report participation barriers in out-of-classroom activities related to environmental aspects of availability and accessibility. Also, barriers related to teacher’s knowledge and attitudes, class size, personal shortage, and scheduling. School is a place to gain academic knowledge, but also social and emotional skills for life. Inclusive compulsory education provides opportunities for all students to engage in their own learning. Inclusive education is therefore an important context for children with disabilities to share participatory benefits with peers. To meet specific needs of diverse learners, special support such as environmental adjustments, contextual modifications and individual assistance need to be provided. In everyday classroom practices this means an attitudinal shift towards adapting the environment to accommodate the learner, rather than for the learner to adapt to the teaching. For learning to take place, not only are attendance and engagement important, but the activity also needs to be perceived as meaningful. Meaningful learning experiences can be achieved when a choice between inclusive and segregated learning environments is provided. Another important aspect that positively affects inclusion is interaction with peers. Peer interaction is enabled when support is provided whenever needed. This chapter focuses on aspects of successful inclusion of students with physical disabilities in activities outside the classroom.