Most children with special needs in schools that provide inclusive education still experience difficulties with developing social relationships with peers; their social tendencies are often limited to peers who also have special needs. The purpose of this study was to examine the social participation of deaf students at the University of Lambung Mangkurat in Banjarmasin, Indonesia, which included 28 people, of whom 5 were deaf students and 23 were their peers. Social participation was examined through three indicators: friendships or social relationships, classmates’ acceptance, and student perceptions. We used a quantitative approach with a survey for this research. To collect data, we used interviews, questionnaires, and other documentation. The results of the study show that social participation in inclusive settings for deaf students with peers can provide positive benefits. This research has implications for lecturers, for preparing learning management approaches that build student social participation.