Investigating Students' Attitudes towards Peers with Disability in an Inclusive Classroom at the Higher Secondary School Level in Gilgit-Baltistan

Abstract

This study examines higher secondary students’ attitudes toward peers with disabilities in inclusive classrooms in Gilgit-Baltistan. A quantitative research design was employed, and due to the small target population, a census sampling method was used, including all 50 students from grades 11 and 12 across public and private schools. Data were gathered through a validated 25-item Likert-scale questionnaire assessing peer attitudes, social acceptance, awareness, classroom accommodations, and emotional well-being. Results show moderately positive peer attitudes, with students generally reporting respect, friendliness, and a sense of belonging. However, meaningful participation in group activities, deeper social interaction, and awareness of inclusive education remained limited. Structural challenges, including inadequate accessible facilities and assistive tools, further restricted full inclusion. Despite these gaps, students demonstrated strong emotional resilience and academic confidence. The study underscores the need for targeted awareness programs, teacher training, improved infrastructure, and structured peer-interaction strategies to strengthen inclusive education in the region.