Role of Special Education Teachers in Promoting Social Integration of Children with Physical Disabilities in Cross River State

This study investigates the role of special education teachers in promoting the social integration of children with physical disabilities in Cross River State, South South Nigeria. Social integration, understood as the meaningful participation of persons with disabilities in the social and academic life of their school communities, is a central goal of inclusive education frameworks globally and within Nigeria's National Policy on Education. Despite this, children with physical disabilities often remain socially isolated due to architectural barriers, peer stigma, and inadequate teacher support strategies. Using a descriptive survey approach, the study samples one hundred and twenty special education teachers across special and integrated schools in Calabar and its environs. A structured questionnaire is used to assess teacher awareness, strategies employed, and perceived effectiveness of integration efforts. Data are analysed using mean ratings and t-tests to compare responses across school types. The study specifically examines peer-mediated interventions, cooperative learning strategies, and teacher-parent collaboration as mechanisms for integration. Findings are anticipated to highlight the critical but undervalued role of special education teachers as social advocates for their students. Recommendations include the development of structured social skills curricula and mandatory disability sensitivity training for all school staff. The study contributes to discussions on how teacher professional identity intersects with disability rights frameworks in the South South geopolitical zone. Keywords: social integration, physical disabilities, special education teachers, Cross River State, inclusion.