Examining the Contribution of Physical Education to Social Integration of Students with Disabilities in Inclusive Schools in Abuja

Inclusive physical education holds particular promise as a vehicle for social integration of students with disabilities, creating shared movement experiences that can build relationships, reduce stigma, and foster belonging within the school community. This study examines the contribution of physical education to social integration of students with disabilities in inclusive secondary schools in Abuja, Federal Capital Territory. A mixed-methods design was employed, combining social network analysis and sociometric mapping data from 320 students (including 45 with disabilities) across six inclusive schools, with semi-structured interviews of 18 students with disabilities, 15 physical education teachers, and eight school counsellors. Social integration outcomes assessed include peer relationship quality, social acceptance ratings, classroom belonging scores, and participation in social activities. Findings reveal that students with disabilities in schools with structured inclusive physical education programmes demonstrate significantly higher peer acceptance ratings and broader peer social networks compared to those in schools where physical education segregates students with disabilities. Physical education is identified by students with disabilities as the single most significant school context for initiating peer relationships. Teacher facilitation strategies, including cooperative games, mixed-ability team structures, and deliberate peer pairing, are identified as critical enabling mechanisms. Recommendations include training physical education teachers in inclusive facilitation strategies, adopting cooperative game structures in mixed-ability classes, and incorporating social integration outcomes into inclusive physical education assessment frameworks. Keywords: inclusive physical education, social integration, students with disabilities, Abuja, mixed-methods