Aktan, Osman2024-08-232024-08-2320231304-76392149-8261https://doi.org/10.21565/ozelegitimdergisi.1123503https://hdl.handle.net/20.500.12684/13910Introduction: The positive approach of the teacher towards individuals with special needs, his participation in the educational processes with his peers, and the teacher's attitudes and behaviors such as supporting both the academic and social development of the individual with special needs affect the social acceptance of the individual with special needs positively.Method: This study, investigating the social acceptance levels of teachers towards the individuals with special needs in terms of various variables, was a descriptive study and designed as a screening model. The data of the study were obtained from 1433 teachers working in different education levels (preschool, primary school, secondary school and high school) in the central district of Duzce province and determined by the easily accessible case sampling method.Findings: According to the research findings, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference in terms of gender, whether there were individuals with special needs in the family and close environment, whether there were individuals with special needs in the teachers' classrooms, and the belief that inclusive practices were an effective model. In addition, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference according to the disability type of individuals with special needs, their participation in professional development activities for inclusion practices, their education level and professional seniority variables.Discussion: In the study, it was determined that teachers' beliefs about inclusion practices, their professional development and professional seniority were effective on their social acceptance of individuals with special needs. It was determined that teachers with special needs in their class had lower social acceptance scores. Based on these findings, it is recommended to organize in-service training activities and to benefit from the mentorship of experienced teachers in order to improve the professional competence of teachers for inclusion practices. In addition, it is recommended to conduct qualitative research in order to obtain in-depth information about the variables that show a significant difference in terms of teachers' social acceptance levels for individuals with special needs.en10.21565/ozelegitimdergisi.1123503info:eu-repo/semantics/openAccessInclusion praticesindividuals with special needssocial acceptanceteacherscreening modelInclusive EducationPreservice TeachersProfessional-DevelopmentSecondary TeachersGeneral-EducationSchool TeachersAttitudesChildrenStudentsDisabilitiesArticle244WOS:001146670400001Q4