Abstract
This study investigated rehabilitation science and skill development as predictors of social inclusion for persons with disabilities in public secondary schools in Rivers State. Four research questions and four hypotheses guided this study. Correlational research design was adopted for this study. The population comprised 80 students with disabilities in public secondary schools. The sample size was 80 senior secondary school students with disability in Rivers State. Since the number was manageable, a census sampling technique was employed. Data were collected using a self-structured instrument titled “Influence of Rehabilitation Science and Skill Development on Social Inclusion for Persons with Disabilities (IRSSDSIPD)”. The instrument was validated an expert in Educational Measurement and Evaluation. The reliability of the instrument was established using Cronbach Alpha which yielded a coefficient of 0.86. Data were analyzed using simple linear regression at a 0.05 significance level. Findings revealed that accessible rehabilitation services, assistive technologies, peer support, and collaborative learning significantly predict social inclusion among students with disabilities. The study recommended among others that the ministry of education should ensure adequate provision of rehabilitation services and affordable assistive technologies so as to promote inclusive pedagogy. Schools should also foster structured peer support to strengthen social inclusion and reduce stigma among disabilities students.