Mainstream education for individuals with special needs is accepted to be applied in the curriculum by National Ministry of Education in 2010 and made systematic in 2009. The aim of this study is to determine the situations in which students benefit from social club activities in the scope of social activities. The research is qualitative and case-study enabling a deep investigation about a restricted subject. The study group of the research consists of 200 individuals in mainstream education with special needs who are educated in the classes of 180 teachers from different branches at elementary and secondary schools of National Ministry Education in the city of Bartın and its districts in the fall term of 2015-2016 education year. 110 ones of the study group are male and 90 ones are females. Semi-structured interview with the questions “Which club is an inclusive student in?” and “What is the role of inclusive student in the club?” are fulfilled with teachers having inclusive students in the research. While the obtained data is analyzed, content-analysis method from descriptive methods is used. As a result of the study, 132 of 200 inclusive students become member of various clubs and 42 ones from these are active in their school clubs and in the schools of other 68 inclusive students, clubs studies are not be able to carried out actively or it is only noted down which club an inclusive student is in. Article visualizations
