This study examines the effectiveness of the Gazi Inclusive Environment Social Integration Program (GIESIP), which we applied to 4th-grade elementary school students. We completed the study in an elementary public school located in Ankara in the 2016-2017 academic years. The study group consisted of 30 female and 28 male students. We chose the school via a random sampling method among public elementary schools. This school is in a middle socioeconomic status region in the Mamak district of Ankara, Turkey. In the study, we used a quasi-experimental design, including an experimental-control group, pre-test, post-test, and follow-up test. We applied a personal information form, Social Acceptance Scale (SAS), and Perceived Social Support Scale-Revision (PSSS-R). Research findings reveal that the students who have typical development levels in the experimental group have highly increased levels of social acceptance and perceived social support. Based on the results of the study, we can recommend that teachers who have inclusive students in their classes improve and support the development of the students’ social acceptance.



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