Perceived Attitudes of Peers towards Students with Disabilities: An Examination of the Experiences and Social Interactions of Students with Disabilities in Higher Education Settings

Abstract

This paper examine how the disabled students perceive attitudes of their peers, and how such a perception influences their social lives and emotional experience in the higher institutions learning. A quantitative descriptive survey design was employed to gather the data when 150 undergraduate students with different forms of disability were surveyed using a structured questionnaire on their perceptions of peer attitudes, social interaction, accessibility, and emotional impact. The group differences in terms of demographic variables (gender, age, disability type and field of study) were tested by use of descriptive statistics, t-tests and one-way ANOVA. The results suggest a multidimensional trend of experiences, and most participants indicated respectful treatment, peers being ready to learn about disability, and their participation in academic activities, as well as significant cases of exclusion, negative judgments, and reduced expectations. Findings also indicate that the availability of social and academic surroundings, along with institutional provisions to interact with peers, play a major role in determining the sense of belonging and campus community within the students. The paper highlights the importance of specific awareness campaigns, peer support systems, and inclusive campus planning to enhance social inclusion and emotional status of students with disabilities in higher institutions of learning. Policy implications, educator training, and disability-support services are addressed to achieve fairer and more inclusive higher education settings. ​