Based on the social-referencing theory (Feinman, 1992) the submitted lecture develops an alternative model of social integration into school emphasizing teachers’ relevance for integration processes. According to studies from Chang (2003), Ladd, Birch, & Buhs (1999), McAuliffe, Hubbard, & Romano (2009) and White & Jones (2000) the core assumption of the model is that teachers´ feedback behavior and peer acceptance of children with special educational needs are intimately connected. The model predicts that students receiving a positive feedback from their teacher also get a more positive feedback from their classmates. This hypothesis is evaluated in an experimental study with 480 second graders in integrative and general classes. 240 students attend inclusive schools, 240 children go to regular schools. The whole experiment is conducted on a computer. Results of the study are presented. The discussion embraces the relevance of the results for the facilitation of social integration processes in every day school life. Feinman, S. (1992). Social Referencing and Conformity. In S. Feinman (Ed.), Social referencing and the social construction of reality in infancy (pp. 229–268). New York: Plenum Press.