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Abstract
This study assessed the level of peer acceptance towards students with disabilities in schools of Tehran, Iran (schools are all unisex in this country). The sample included 502 elementary school students in grades three through five (9–11 years old) who had a classmate with hearing impairment or physical disability (motor disability), and 120 boys and girls from schools without inclusive classrooms. Peer acceptance was measured through the use of the translated version of the Acceptance Scale developed by Voeltz (Citation1980) which proved to be highly reliable (α = .83). The following factors were taken into consideration: (1) type of school, (2) nature of disability, and (3) gender. The findings with regard to the overall comparison between the two types of schools indicated that there was a significant difference between the two in favour of schools with inclusive classrooms (z = −7.24, p < .001). The between-school comparison tests considering the type of disability and gender indicated that both of these factors do play a significant role in the degree to which his/her peers accept a student with disability. Nature of possible factors impacting the obtained differences in the results is discussed. The inclusion is young in this country and lots have to be done in this area; the outcomes from this study help provide a stronger research base which is vital for informed planning and expansion of future inclusive education efforts in the country.