An investigation into the attitudes of students without disabilities towards their peers with disabilities in Maiduguri Metropolitan LGA, Borno State.
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Background of the Study
The attitudes of students without disabilities towards their peers with disabilities play a crucial role in shaping the social climate of educational institutions. In Maiduguri Metropolitan LGA, Borno State, fostering positive peer interactions is essential for creating an inclusive and supportive learning environment. Research indicates that when students without disabilities hold favorable attitudes, it can lead to improved social integration, increased empathy, and enhanced academic collaboration (Abdullahi, 2023). Conversely, negative attitudes may result in social isolation, bullying, and diminished self-esteem among students with disabilities (Yusuf, 2024). In many parts of the world, including Maiduguri Metropolitan LGA, traditional cultural beliefs and societal norms can influence students' perceptions of disability, sometimes leading to stigma and exclusion (Lawal, 2025). Educational interventions, such as awareness programs and inclusive curricula, have been shown to improve these attitudes by promoting understanding and acceptance (Ibrahim, 2023). The school environment serves as a microcosm for broader societal attitudes, and peer relationships can significantly affect the academic and social experiences of students with disabilities. This study aims to investigate the current attitudes of students without disabilities towards their peers with disabilities in Maiduguri Metropolitan LGA. It will explore the factors that shape these attitudes, including cultural influences, exposure to inclusive education, and interpersonal experiences. By examining both positive and negative perceptions, the research seeks to identify strategies that can promote more inclusive and supportive peer interactions. The findings of this study will contribute to a deeper understanding of the dynamics of peer relationships in diverse educational settings and inform interventions aimed at reducing stigma and fostering a culture of acceptance (Chinwe, 2024).
Statement of the Problem
Despite efforts to promote inclusive education, negative attitudes towards peers with disabilities persist among students without disabilities in Maiduguri Metropolitan LGA, Borno State. These attitudes, often rooted in cultural misconceptions and a lack of exposure to diversity, can lead to social exclusion and discrimination, undermining the objectives of inclusive educational policies (Abubakar, 2023). The negative perceptions held by some students contribute to an environment where students with disabilities may experience bullying, isolation, and reduced opportunities for social and academic engagement (Olu, 2024). Although various initiatives have been implemented to improve awareness and acceptance of disability, there remains a significant gap in understanding the factors that influence student attitudes in this region. This gap hinders the development of effective strategies to foster positive interactions and integration in schools. Furthermore, limited empirical data on the attitudes of students without disabilities in Maiduguri Metropolitan LGA exacerbates the challenge, making it difficult for educators and policymakers to design targeted interventions (Suleiman, 2025). This study seeks to address these issues by investigating the attitudes of students without disabilities towards their peers with disabilities and identifying the underlying factors that contribute to these perceptions. The research aims to provide a comprehensive analysis of the social dynamics within schools, thereby informing the development of interventions that promote empathy, respect, and inclusivity among all students (Eze, 2023).
Objectives of the Study:
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To assess the prevailing attitudes of students without disabilities towards their peers with disabilities.
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To identify factors influencing these attitudes.
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To recommend strategies for promoting positive peer interactions and reducing stigma.
Research Questions:
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What are the prevailing attitudes of students without disabilities towards their peers with disabilities in Maiduguri Metropolitan LGA?
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What factors influence these attitudes?
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How can schools foster a more inclusive environment through positive peer relationships?
Research Hypotheses:
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Positive peer attitudes are associated with increased social integration for students with disabilities.
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Cultural and social factors significantly influence the attitudes of students without disabilities.
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Awareness programs and inclusive curricula positively impact student perceptions.
Significance of the Study
This study is significant as it explores the attitudes of students without disabilities towards their peers with disabilities in Maiduguri Metropolitan LGA, providing insights into the social dynamics that affect inclusivity in schools. The findings will guide educators and policymakers in developing interventions to promote positive peer interactions, reduce stigma, and create a more supportive educational environment (Owolabi, 2024).
Scope and Limitations of the Study:
This study is limited to examining the attitudes of students without disabilities in selected schools within Maiduguri Metropolitan LGA, Borno State. It focuses exclusively on peer attitudes and does not consider other external social factors.
Definitions of Terms:
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Attitudes: Beliefs and perceptions that influence how students interact with their peers.
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Inclusive Education: An educational approach that integrates students with and without disabilities.
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Stigma: Negative perceptions and discrimination based on disability.
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