Published Paper Details:

This study explores the self and peer perception of children with locomotor disabilities in secondary schools and its impact on their educational aspirations. Using a causal-comparative approach, the research examines how social acceptance, teacher support, parental involvement, and school policies influence academic motivation and performance. Findings reveal that positive peer interactions boost confidence and engagement, while social exclusion leads to lower self-esteem and academic struggles. Teachers and school administrators play a vital role in fostering inclusion through adaptive teaching methods and anti-discrimination policies. Additionally, parental and community support significantly enhances resilience and aspiration levels. The study highlights the psychological challenges faced by students with locomotor disabilities and emphasizes the need for structured interventions such as peer mentoring, counseling, and accessibility improvements. Recommendations include strengthening inclusive education policies, enhancing teacher training, and promoting disability awareness programs. This research underscores the importance of creating an equitable educational environment for all students.