Perception of Students Without Disabilities Toward Peers with Visual Impairment in Integrated Schools in Anambra State

This study explores the perceptions of students without disabilities toward their peers with visual impairment in integrated secondary schools in Anambra State, South East Nigeria. Integration of visually impaired students into mainstream schooling is increasingly promoted under Nigeria's inclusive education policy, yet the psychosocial dynamics of such integration have received limited empirical attention in the South East geopolitical zone. Understanding how non-disabled peers perceive and interact with visually impaired classmates is critical to designing social support structures that foster genuine inclusion. Using a descriptive survey design, the study samples three hundred students from five integrated secondary schools in Awka and Onitsha. A validated peer perception questionnaire measuring dimensions of empathy, interaction willingness, and social acceptance is administered. Data are analysed using descriptive statistics and Pearson correlation to explore relationships between perception and variables such as age, gender, and duration of shared schooling. The study also conducts structured observations to assess actual peer interaction patterns in classrooms and recreational spaces. Findings are expected to reveal that positive perceptions correlate with longer duration of shared schooling and structured peer interaction programmes. Recommendations include implementing school-wide disability awareness campaigns and embedding peer mentorship initiatives within student welfare programmes. Results will support ongoing curriculum reform at Anambra State's Post-Primary Schools Service Commission. Keywords: visual impairment, peer perception, integration, Anambra State, social inclusion.