Background: The purpose of this study was to explore the relationship between educational arrangements, social participation during leisure time and perceived social acceptance and peer intimacy among disabled children. Methods: Eighty-five Norwegian children with disabilities, 11- to 13-year old, and their parents, participated in this study. An empirical model was generated by means of structural equation modelling using LISREL. Results: The type and severity of the impairment has no direct effect on perceived social acceptance and peer intimacy, but an indirect effect because they influence educational arrangements, which in turn predict social participation in leisure time. Social participation in leisure time is the only variable with a direct effect on perceived social acceptance and peer intimacy. Conclusions: Educational arrangements may obstruct the opportunities of children with disabilities have for participating and interacting socially during leisure time and may further have a negative impact on their perceived social acceptance and peer intimacy.