This action research examines how inclusive social environments influence motivation and self-perception in students with disabilities. It focuses on students from a school exclusively meant for visually challenged children who were invited to participate in several events organized by their parent university. Using qualitative data from pre- and post-event discussions and researcher field observations, this study reveals that inclusive peer engagement significantly enhances communication, confidence, and sense of belonging among students with disabilities. Findings emphasize the importance of integrated educational and social experiences in developing self-efficacy and highlight the need for school environments that actively promote inclusion and peer interaction. This chapter contributes to social innovation literature by illustrating how student participation in mixed-ability environments serves as a catalyst for empowerment and positive identity formation.