<![CDATA[Studying students' attitudes toward peers with special needs is a crucial factor in fostering inclusive education. This study examines two primary contexts: attitudes during learning activities and attitudes during social interactions. A qualitative, descriptive research approach was employed, involving one classroom teacher and five students as subjects. Data were collected through observation, interviews, and documentation, and subsequently analyzed using data reduction, data presentation, and conclusion-drawing techniques. The findings indicate that students' attitudes toward peers with special needs are not yet fully inclusive. During learning activities, instances of avoidance, a lack of inclusion of students with special needs in group work, and a reluctance among some students to collaborate were observed. Regarding social interactions, while some students have begun to show a willingness to interact, the resulting social relationships remain inconsistent. These dynamics are influenced by students' understanding, prior interaction experiences, the teacher's role, and the characteristics of the students with special needs. Therefore, efforts to enhance understanding, empathy, and inclusive attitudes are necessary to create a more positive and equitable learning environment.]]>
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