<![CDATA[Social acceptance in inclusive educational settings refer to the extent to which students without special needs accept and interact positively with students with special needs. This study aimed to examine the influence of perceptions of children with special needs, empathy, social skills, and demographic factors on the social acceptance of students without special needs in inclusive schools. The sample consisted of 200 respondents, comprising of 57 male students and 143 female students, selected using purposive sampling. This study used a quantitative approach with multiple regression analysis as the data analysis method. The results indicated that empathy, social skills, and demographic factors had a significant influence on social acceptance, whereas perceptions of children with special needs did not show significant influence. The results of the study also obtained an R-square of 0.403, indicating that 40.3% of the variance in social acceptance was explained by the independent variables, while the remaining 59.7% was influenced by other variables outside the scope of this study. The findings suggest that educators can promote social acceptance in inclusive settings by fostering positive perceptions, empathy, and social skills, thereby supporting the development of students with special needs.]]>
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