Peer Acceptance and Social Participation of Students with Physical Disabilities in Mainstream Schools in Ogun State

This study investigates peer acceptance and social participation of students with physical disabilities enrolled in mainstream secondary schools in Ogun State, South West Nigeria. Peer acceptance, defined as the extent to which a student is positively regarded and included by classmates, and social participation, encompassing involvement in academic and extracurricular school activities, are recognised as key indicators of inclusion quality beyond mere physical co-placement in regular classrooms. In Nigerian mainstream schools, physical disability often results in social isolation that contradicts the spirit of inclusive education policy. Using a descriptive survey design, the study samples two hundred non-disabled students and eighty students with physical disabilities from six mainstream secondary schools in Abeokuta and Sagamu. Peer acceptance is measured using a sociometric nomination procedure, and social participation is assessed using a structured activity log completed by teachers. Data are analysed using descriptive statistics and Mann-Whitney U tests to compare participation levels across disability and non-disability groups. The study also documents specific activities from which students with physical disabilities are most frequently excluded. Findings are expected to reveal significantly lower peer acceptance scores and social participation rates among students with physical disabilities compared to non-disabled peers. Recommendations include structured inclusion activities, school-wide disability awareness education, and architectural adaptations to facilitate full participation. Keywords: peer acceptance, physical disability, social participation, Ogun State, mainstream schools.