<![CDATA[Although inclusive education is increasingly recognized as a rights-based approach to educational equity, the presence of students with disabilities in mainstream classrooms does not by itself guarantee social inclusion. Peer acceptance, everyday interaction, and the capacity of schools to cultivate supportive relationships are central to students’ experiences of belonging. This study examines how an inclusive education program was implemented and how it shaped social acceptance of students with disabilities at SD Inpres Mallengkeri 2 Makassar, Indonesia. A qualitative case-study design was used. Data were generated through in-depth interviews, participatory observations, and document analysis involving the principal, classroom teachers, special education support teachers, students without disabilities, students with disabilities, and parents. Data were analyzed iteratively through data condensation, data display, and conclusion drawing, with source and method triangulation and member checking used to strengthen credibility. The findings indicate that inclusive practices were associated with more frequent peer interaction, cooperation, and expressions of empathy toward students with disabilities. Teachers and special education support teachers functioned not only as instructional actors but also as social mediators who modelled acceptance, managed interpersonal tensions, and facilitated collaborative participation. At the same time, social acceptance was uneven, particularly for students experiencing communication or behavioural difficulties. Limited specialist support, insufficient teacher preparation, adaptive-resource constraints, and disability-related stereotypes beyond the school remained important barriers. The study suggests that meaningful inclusion depends not only on placement and access but also on the quality of relational processes within the school. The findings contribute context-sensitive evidence on the social dimension of inclusive education in an Indonesian primary-school setting.]]>
