COMPARATIVE ASSESSMENT OF THE PERCEPTIONS OF INCLUSIVE EDUCATION PRACTICES AND PEER SUPPORT FOR STUDENTS WITH DISABILITIES AMONG SPECIAL NEEDS STUDENTS AND SPECIAL EDUCATION STUDENTS AT THE UNIVERSITY OF BENIN, BENINCITY

This study investigated the views of students with disabilities and B.Sc. (Ed.) Special Education students regarding inclusive education practices and peer support at the University of Benin during the 2025/2026 academic session. A descriptive survey design was employed for the study. Data were obtained from a sample of 40 participants, comprising 20 students with disabilities and 20 Special Education students, using a validated 25-item questionnaire with a Cronbach's Alpha reliability coefficient of 0.69. The study addressed four research questions and tested two null hypotheses using descriptive statistics (mean and standard deviation) and Pearson Product-Moment Correlation at the 0.05 level of significance. The results indicated that students with disabilities were generally dissatisfied with the implementation of inclusive education practices, particularly regarding the availability of accessible facilities and the use of inclusive instructional methods. Despite these concerns, respondents reported positive experiences with peer support, noting that classmates were generally willing to assist them during lectures and treated them with respect and dignity. Furthermore, the correlation analysis showed that peer support was not significantly associated with the level of inclusion experienced by students with disabilities (r = .332, p = .152). Likewise, no significant relationship was found between the perceptions of students with disabilities and those of Special Education students concerning inclusive education practices (r = .343, p = .138). Based on these findings, the study concluded that the implementation of inclusive education at the University of Benin remains below the expected standard, although peer support among students is encouraging. The study therefore recommended that the university improve the provision of accessible learning facilities, strengthen disability support services, actively involve students with disabilities in decisions related to inclusion, and provide regular professional development for lecturers to enhance the adoption of effective inclusive teaching practices.