Abstract:
Students who display undesired actions in the classroom are those who have behavioral issues. This student struggles with self-control, inappropriate actions, and poor social skills. All of these accusations against children with behavioral problems result in inappropriate or maladaptive actions in the classroom, which makes peers reluctant to accept them in the same setting. Based on this, the study this study, examined of peer acceptance of students with behavioral disorders in inclusive classroom in kwara state. Descriptive survey type was used. The respondents were 100 students purposefully. Peer-acceptance questionnaire (r =0.75) was used for data collection. One research question and one hypothesis tested at 0.5significant level was raised. Frequency, percentage, mean and t-test were used for data analysis. The level of peer acceptance among students with behavioral disorder in an inclusive classroom in Kwara State is high (Mean=3.5). The result also revealed that there is no significant difference between level of peer acceptance among male and female students with behavioral disorders in inclusive classrooms (P>0.05). The study revealed also that there is no significant difference in the peer acceptance among students with behavioral disorders based on gender. It was recommended based on the findings that Parents can be educated about the importance of, and means of achieving, peer acceptance among their children throughout childhood, adolescence and into young adulthood. Also the government should increase the numbers of inclusive schools built in the society, in order for both regular students and students with disabilities to be included and learn in the same classroom environment, because this will help in increasing the level of peer acceptance among students with behavioral disorders and the conventional students.
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