An assessment of peer acceptance of students with disabilities in inclusive classrooms in Makurdi LGA, Benue State
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Background of the study
Inclusive education has emerged as a transformative approach aimed at fostering diversity and equity within classrooms. A critical component of inclusive education is peer acceptance, which significantly influences the social and academic integration of students with disabilities. In Makurdi LGA, Benue State, the increasing adoption of inclusive classrooms necessitates an understanding of the dynamics of peer relationships and the extent to which students with disabilities are embraced by their non-disabled peers (Eze, 2023). Positive peer acceptance not only enhances self-esteem and social skills for students with disabilities but also promotes empathy and cooperative learning among all students. Educational policies in Benue State have long advocated for inclusive practices; however, the practical implementation of these policies often faces challenges. Cultural perceptions, social stigma, and a lack of comprehensive sensitization programs contribute to varying levels of acceptance in the classroom (Nwankwo, 2024). Moreover, the success of inclusive education largely depends on the overall school environment, which includes the attitudes of teachers and administrators as well as the availability of structured programs that promote positive peer interactions. Evidence suggests that when students with disabilities are welcomed and supported by their peers, there is a marked improvement in both academic performance and social integration (Okeke, 2025). Nonetheless, disparities in peer acceptance are evident, often influenced by factors such as age, gender, and the nature of the disability. In some cases, initiatives designed to foster inclusion have been inconsistently implemented, resulting in isolated instances of exclusion or bullying. Therefore, understanding the factors that drive peer acceptance is crucial for developing targeted interventions that enhance the inclusive climate in schools. This study aims to critically examine the levels of peer acceptance among students with disabilities in Makurdi LGA, investigating the underlying social and cultural factors that influence these dynamics and offering recommendations to promote a more supportive and inclusive educational environment.
Statement of the problem
Despite the theoretical advantages of inclusive education, the practical implementation in Makurdi LGA, Benue State, reveals significant challenges related to peer acceptance of students with disabilities. Many students with disabilities experience social exclusion, bullying, and isolation, which adversely affect both their academic performance and emotional well-being. The gap between policy ideals and everyday classroom realities highlights a critical issue: peers’ attitudes do not always reflect the inclusive values promoted by educational reforms (Eze, 2023). Inadequate sensitization programs and limited opportunities for meaningful interaction between students with and without disabilities further exacerbate the problem. Teachers and school administrators often lack the training needed to facilitate positive peer relationships, leaving students with disabilities vulnerable to negative social experiences (Nwankwo, 2024). Such exclusion not only undermines academic engagement but also erodes self-esteem and hinders social development. Without targeted interventions, the promise of inclusive education remains unfulfilled for many affected students. A thorough investigation into the causes of peer rejection is essential to identify effective strategies that can foster a more accepting and supportive classroom environment. This study intends to explore the social, cultural, and educational factors contributing to negative peer attitudes, thereby informing the design of intervention programs aimed at enhancing peer acceptance and overall classroom cohesion (Okeke, 2025).
Objectives of the study:
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To assess the level of peer acceptance of students with disabilities in inclusive classrooms in Makurdi LGA.
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To identify factors influencing peer attitudes towards students with disabilities.
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To propose strategies to enhance positive peer interactions and acceptance.
Research questions:
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What is the current level of peer acceptance of students with disabilities in Makurdi LGA?
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What are the key factors influencing peer attitudes in inclusive classrooms?
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How can schools improve strategies to promote greater peer acceptance?
Research Hypotheses:
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H1: Positive peer acceptance significantly enhances academic and social outcomes for students with disabilities.
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H2: Cultural and social factors significantly influence peer attitudes in inclusive classrooms.
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H3: Structured peer interaction programs can significantly improve peer acceptance.
Significance of the study
This study is significant as it explores the dynamics of peer acceptance within inclusive classrooms in Makurdi LGA, Benue State. By identifying barriers to effective peer integration and proposing targeted interventions, the research aims to foster a more inclusive educational environment. The findings will benefit educators, policymakers, and community stakeholders by providing strategies to enhance the social and academic experiences of students with disabilities, ultimately promoting a culture of acceptance and respect essential for the success of inclusive education.
Scope and limitations of the study:
This study is limited to the assessment of peer acceptance of students with disabilities in inclusive classrooms in Makurdi LGA, Benue State, focusing on social and cultural influences.
Definitions of terms:
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Peer Acceptance: The willingness of students without disabilities to include and support their classmates with disabilities.
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Inclusive Education: An approach that integrates students with disabilities into mainstream classrooms.
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Stigma: Negative perceptions and discrimination that affect the social inclusion of individuals with disabilities.
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