Social Interaction Among Learners With Disability (LWD) Under the Inclusion Program

This study intends to identify the social interactions that LWDs participate in as part of the inclusion program, as well as the barriers and reasons behind these challenges. Moreover, to encourage understanding of the circumstances encountered by LWDs and to make suggestions on how to improve social interaction.A semi-structured interview was used and analyzed through narrative analysis. The perspectives of LWDs regarding their social contacts with teachers and regular students are explained through a qualitative discussion. To ascertain the gaps in social interaction that have been found between teachers, regular students, and Learners With Disabilities (LWD). The identified social interactional gaps between regular students, teachers, and LWDs are taken into consideration through data triangulation, which also includes behavioral indications. To identify and fill the gaps in social contact between and among students with disabilities that the Grounded Theory approach.There's a significant gap between teachers, regular students, and LWDs in their interactions. The Contact Theory is relevant but contradicts the facts because LWD's behavior affects peers' interactions. LWD's social behavior is not solely determined by their peers. Their behavior influences how peers interact with them.The study's main finding is that peers try to communicate with LWDs more effectively in order to have more successful interactions. However, some may be wary of their acts and behavior. Peers need to increase their knowledge in order to improve their communication skills. To address mistreatment and close the relationship gap, LWDs must get better communication and assistance.