The belief that individuals with special needs should receive their education in the same environment as their typically developing peers has been a topic of discussion worldwide for approximately the last fifty years. This idea has paved the way for the emergence of mainstreaming that have been evolving in Turkey since the 1990s until today. Mainstreaming are important within the scope of educational activities. In the process of mainstreaming, school counselors take an active role in the activities carried out and their qualifications are of great importance. Therefore, it is believed that the competencies of school counselors are crucial for the successful implementation of mainstreaming education. In this study, the "School Counselors' Competence Scale for Inclusion/Integration Education" was developed. For this purpose, it was carried out on 155 school counselors who are inclusion students at all levels affiliated with the Ministry of National Education. In the study, Cronbach Alpha reliability analysis was performed together with exploratory factor analysis. As a result of the analysis, it exhibited a three-dimensional structure: Peer, Stakeholders, and Expertise. In the first stage of the exploratory factor analysis study, a total of 53 items were evaluated within the scope of the analysis, and as a result of the analysis, 39 items formed the final form of the scale. As a result of the analysis, a three-dimensional scale format with an explained variance of 49.999% and a KMO value of .885 was reached. As a result of the analysis, Cronbach's α reliability coefficient of .969 shows that the reliability is high. On the premise of the scale scores obtained from this study, it will be possible to plan new studies in the literature. It will also enable school counsellors to determine their proficiency in inclusion/integration practices.

Inclusive education, school counsellor, competency.