Peer Acceptance and Social Integration of Children with Intellectual Disabilities in Inclusive Schools
Abstract: While legislative frameworks mandate inclusive education, children with intellectual disabilities (ID) frequently encounter social exclusion and limited peer relationships despite physical co-location. This study investigates the peer acceptance and social integration of children with ID within inclusive educational settings in Kerala (N=55 educational practitioners). Utilizing a descriptive cross-sectional survey design and the Inclusive Social Integration Scale (ISIS), descriptive and inferential analyses were conducted. Findings reveal that while structured academic group tasks receive moderate inclusion ratings ($\text{Mean} = 3.27$), unstructured periods such as recess, lunch breaks, and playground games represent significant social bottlenecks ($\text{Mean} = 3.00$). Furthermore, teachers report severe time constraints regarding curriculum completion versus fostering socio-emotional bonds ($\text{Mean} = 2.49$). One-way ANOVA tests evaluating school management types and professional experience levels indicated no statistically significant variance across institutional categories (F=0.557,p=0.576). The results emphasize the necessity for targeted peer-mediated intervention modules and teacher training to bridge the gap between physical enrollment and genuine social inclusion.
Keywords: Inclusive Education, Intellectual Disabilities, Peer Acceptance, Social Integration, Educational Practitioners, Socio-Emotional Learning
How to Cite?: Abhilash K P, Dhruthi S Prasad, "Peer Acceptance and Social Integration of Children with Intellectual Disabilities in Inclusive Schools", Volume 15 Issue 10, October 2026, International Journal of Science and Research (IJSR), Pages: 1449-1450, https://www.ijsr.net/getabstract.php?paperid=SR261021223935, DOI: https://dx.doi.org/10.21275/SR261021223935