Emebet Mulugeta (PhD)Kidus Abebe2025-08-082025-08-082024-11-01https://etd.aau.edu.et/handle/123456789/6254It is known that mutual engagement through social and interpersonal interaction of individuals is the reality and naturally occurring social phenomenon of any society. As it is the fact of life individuals are required to establish interpersonal relationship and engage in social activities for their mutual benefit and success. Hence, this study aims to investigate the response of students with disabilities to their social and interpersonal interaction with their nondisabled peers. Qualitative research approach was applied to undertake the study in two selected secondary schools. A total of 13 discussants with disabilities and 10 key informants recruited from the management staff of the study school where the participants of the study. Focus group discussion and interview were also used as data collection instruments to gather the opinions of the participants of the study. As confirmed the finding of the study, most of the participants of the study did believe that participant students with disabilities were aware of the importance of social and interpersonal interaction with their nondisabled peers, and even if such interaction results in mutual benefit, most likely students with disabilities were found advantageous by earning better benefit from such relationship. Furthermore, their limited engagement in extracurricular activities, negative attitude of the people towards disability, lack of due attention on the part of the government and appropriate intervention were mentioned as critical challenges that affected the social and interpersonal interaction of students with disabilities with their nondisabled peers. On contrary, appropriately practiced inclusive education was reported to be as doable strategy that contributed for the improvement of social and interpersonal interaction of students with nondisabled peers. Based on the key findings of the study, the strengthening of resource centers, the promotion of inclusive education, the involvement of relevant stakeholders and the availability of multidisciplinary support services in schools were enumerated as 1 recommendations for the improvement of the social and interpersonal interaction of students with disabilities with their nondisabled peers.en-US: Social interactionInclusionInclusive educationSpecial needs educationStudents with disabilities.Thesis