Abstract: This study investigated the extent of psycho-social adjustment among the hearing-impaired, physically-impaired and non-impaired male and female students in Nigerian integrated junior secondary schools. The extent of equilibrium in the psycho-social adjustment between the groups of students was also determined. Data was collected using the Questionnaire on the Psycho-social Adjustment of Disabled and Normal students in Nigerian Integrated Schools. The subjects were 1295 students made up of 738 males and 557 females. There were 297 hearing-impaired, 216 physically-impaired and 782 non-impaired students. Descriptive analyses indicated probable gender influences on the psycho-social adjustment of the three groups of students. Testing the research hypotheses with one-way ANOVA (p<0.05) and Scheffe post-hoc analysis further indicated significant gender influences on the psycho-social adjustments of the hearing-impaired, the physically-impaired and non-impaired students groups. Some significant gender differences were also observed across the 3 groups of students. The results of this study imply the need for more special education teachers in the integrated schools and a modification in the Nigerian regular teacher education programme to include more emphasis on special education needs children. This could enable regular teachers, who may find themselves in integrated school environments, to better cope with the affective needs of their students.