The purpose of this study is to examine the social acceptance levels of the students who are in primary school to the inclusive students who are in their class in the context of student opinions with various variables. Mixed research method was used in the study. 275 students voluntarily participated in the study and the quantitative study group was in elementary schools located in the Düzce provincial centre and the qualitative dimension was 10 students. Social acceptance scale and interview form were used as data collection tool in the study. According to the findings in the research, it was found that the social acceptance levels of the participants for the special needs individuals were significantly different according to whether they were individuals with special needs in the family, family or close environment and whether they were students in the classrooms or not. It was determined that there is no meaningful difference between mother and father education level and family income levels. It has been determined that the inclusive students in the survey defined their problematic behaviours in the academic and social aspects and that the mainstreaming students did not have social acceptance by their peers. According to these results, it has been proposed to develop teacher competencies and inform students and their families in order to increase social acceptance for special needs individuals.
Key words: Special needs individual, inclusive education, social acceptance, primary school
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