Professional Documents
Culture Documents
INTRODUCTION
promotes education right and equality for every student with and without
disability. Inclusion of learner with special needs into regular schools is one of
the next significant issue and challenging for everyone especially teachers
learning for all. It involves a restructuring of the school in many ways where it
class size (Scruggs & Mastropiere, 1996) and type of disability (Stoiber,
Gettinger, & Goetz, 1998). Another aspect describe as important are the
participation in all types of school activities (Christensen, 1996; Martin et. al.,
Jorgensen, & Klein, 1996). Negative attitude may result in low acceptance by
peers, few friendships, loneliness and or being bullied, these can have bad
behavior (Jackson & Bracher. 1998; Ollendick, Weist, Borden & Greene,
1992). In worst case it may lead to other mental issues (Aluede, Adeleke,
Omoike & Afer-Akpaide, 2008; Lund et. Al., 2009). Stoneman (1993) added
and Sandieson (2002) states that the attitude of regular students towards
those with disabilities are one of the major problems in inclusive education. In
Baybay City Senior High School, they are practicing inclusive education and
2
researchers are motivated to explore about the learner with special needs.
The purpose of this study is to know what the Baybay City Senior High School
This study aims to determine the student’s attitude towards learner with
special needs in Baybay City Senior High School. Specifically, this seeks to
1. What is the demographic profile of the Baybay City Senior High School
1.2. Sex
have a peer with special needs and their level of agreement of attitude
6. Why do the students have positive attitude towards peer with special
needs?
a. Acceptance
b. Kindness
students attitude and acceptance towards peer with special needs. The study
education for the learner with special needs. Also, if ever it shows positive
how to handle a learner with special needs and be more considerate and
The respondents and participants are those students who has learner
with special needs. This study was conducted on the fourth week of
Deciembre St. Baybay City, Leyte. The respondents were 23 students and 8
participants. This study only covers the attitude and acceptance of students
Inclusive Education
chance to study in the same setting as their peers without handicapped. Now,
inclusive education has been increasing in number during the past decade.
Salehpour, 2012).
& Klein, 1996). Attitude has two faces the positive face and negative face. In
stated that the reason of positive attitude is the background and information
about educational course that the education students studied during their
class. This positive attitude supports the government when they need to apply
the inclusion experiences because there are many benefits of inclusion for the
children and families. For examples, all parents want their children to be
accepted by their classmates, have friends and lead “regular” lives. Inclusive
settings can make this vision a reality for many learners with special needs.
6
children of differing abilities and cultures play and learn together, schools are
most significant place for the children to develop friendships and learn social
skills (Hamid, AE., Alasmari A., and Eldood, EY., 2015). In the other hand, the
major aspect that can affect inclusive education is the negative attitude of the
alienation to attitudes toward learner with special needs has been reported in
several studies (Cloerkes, 1981; Siller, 1984a, 1988; Zuckerman, 1980). In all
research on peers’ attitudes did examine the variables such as gender, age,
and experience with inclusive education (Nowicki & Sandieson, 2002), but a
needs has been the subject of many investigations. The study of Nikolaraizi et
al. (2005), which was about children’s attitudes towards individuals with
special needs, indicated that children in Greece and in the United States were
acceptance of the learner with special needs by his/her regular peers (Flatch
2000). Friendship is important for nurturing social skills and during children’s
life these skills are necessary to grow social relations (Gifford-Smith and
Graham-Bermann, and Hartup 2001) and friendships provide the context for
this kind of situation will provide the experience for school peers without a
differences (Kalambouka et al. 2007; Horn and Timmons 2009; Prater 2010).
friendships, loneliness and even being rejected and/or bullied. This can have
dropping out of school and/or problem behavior (Jackson & Bracken, 1998;
Conceptual Framework
Age Sex
Negative Positive
Attitude Students Attitude and Acceptance Attitude
Learners with
special needs
variable which are the age and sex that may affect the dependent variable
that is students’ attitude and acceptance towards learners with special needs.
In the age, it may have significant relationship with the students and their level
of agreement of attitude and acceptance, and sex may also have significant
have the two faces the negative and positive attitude, if the attitude is positive
without
special
needs.
special
needs.
CHAPTER III
METHODOLOGY
research design and source of data, data collection, data analysis, ethical
Research Design
first the Quantitative Research before it explores and explains the study with
the Qualitative Research. Phenomenological approach was used with the goal
to fully understand the attitude and acceptance of the students having learner
Sample
Research, Purposive Sampling was used with 8 participants from Baybay City
because only one student in Baybay City Senior High School that has been
the Baybay City Senior High School students, the study utilizes the use of
recording of responses are also used with the full consent of the
participants/informants.
conducting the study in Baybay City Senior High School. The researchers
prepare a consent letter to the adviser and students. After its approval, the
learner with special needs where it informs them the title of the study and its
purpose of the research undertakings and asked them for their cooperation in
12
used. Proper instructions were given to the informants before the start of the
setting. The feelings of the participants as well as their comments during the
interviews are also considered and interpreted. Collecting data is done and
meeting the informants and facilitating the interview for them to share and
give their responses. Lastly, the data collected was analyzed and interpreted.
Frequency Count and Percentage was used to tally the number of sex
and their age of Baybay City Senior High School students. Also, it computes
the percentage.
Rate Range
Strongly Agree 3.26 – 4.0
13
significance was used to know the significant relationship between age and
needs.
and acceptance of male and female students towards learner with special
needs.
Smith, 2012) they are, Transform Notes into Emergent Themes and Seek
Ethical Considerations
14
participants of the study are free from risk and will be intentionally protected
from any harm or feeling of discomfort in their participation for the research.
between the researchers and to the participants. The researchers ensure the
participants for the study so they would know their status with their
study. And also specify to the participants what data is being collected and
how they are used. Researchers hold the responsibility of fully informing the
participants on the concerns and aspects that are covered in the research
commitment that they give for their participation which should be voluntary.
The informants were also informed on their selection which is not personal but
rather more on their opinion that they can contribute meaningfully to the
successful result and outcomes of the study. The identity of the researcher,
the nature of the study, the role of the participants, the objectives of the
15
the results are used and published is thoroughly explained to the participants.
Furthermore, the researchers also let them understand the potential risk and
benefit in their participation for the study. In this way, they can decide for
compensation were also be talked in detail with the participants and most
that the information that the researchers get from them are strictly confidential
and their identity are also protected. Researchers ensure the participants that
no personal information about them are revealed in the research findings and
sure that all in the participants of the study were briefed and debriefed with
regards to their participation in the study and the information they share as
the participants making them feel secure and comfortable with the process
that they go through in their participation in the study. The researchers have
follow-up meetings with them for researchers let them go through their
responses from which they have the right to withhold, omit, or change.
appreciation and snacks considering the precious time that they lend to the
study.
16
conflict of interest between researchers and the participants who are also in
the same school where researchers belong. Researchers let them understand
the interest to which researchers moved to conduct the study and let them
express also their own side with regards to their participation in the study so
CHAPTER IV
the research findings. The findings relate to the research questions that
Number of Students 22 1
Percentage 96% 4%
17
16
Female Male
years of old, they are about 22 participants and only one adult respondent
was interviewed with the age of 24. It is expected that, almost of the
Item
Items Mean Interpretation
No.
I wouldn’t introduce learner with
2 1.78261
special needs to my friend. Disagree
I wouldn’t know what to say to a
4 2.47826 Disagree
learner with special needs.
I would be afraid of a learner with
10 2 Disagree
special needs.
18
Disagree
19
20
special needs classmate. The researchers found out that students tend to
have positive attitude and acceptance towards learner with special needs.
Most of the response were positive for the reason that they possess
acceptance and they understand the differences between them, this result is
supported with the study of Alnhadi (2019) he stated that students expressed
accepting attitudes, with an overall mean of 24.5. This can also be described
N Correlation P-value
Correlation Distribution
Results between age of
Coefficient
students and the level of
agreement of attitude
and acceptance towards 23 0.270 0.213
learner with special
needs.
P-value of 0.213 and the correlation coefficient is higher than the 0.05
21
Thus, the result of the study has failed to reject the null hypothesis.
This is because the respondents age has the range of 16-18, they show a
This result has a similar result to the study of Tamm and Prellwitz
(2000), they state that the peers are willing to include the child with disability
in their activities
therefore that the male and female responses on the level of agreement of
attitude and acceptance of students towards learner with special needs is the
22
hypothesis. This claim is in line to the result of Doreen and Kurniawati (2018)
that peers whether male or female have the same attitude towards learner
with special needs, their study results that girls have a slightly more positive
than boys but still there is no significant differences of gender in dealing with
How do students react and show their attitude when peer with special
perceives their true feelings or desires to be socially or, in some cases, legally
attitude towards learner with special needs. While in reaction, at first, some of
participants show different reaction like being irritated, feel strange, and
23
still understand its situation for they know that their peer is intellectually
different to them.
Familiarity
Irritability
difficult to control.
with the action of her learner with special needs classmate. Based on the
response of one of the participants, if the autism disorder of their learner with
special needs classmate suddenly occur, she gets a little bit disappointed
mugara”(Miya).
Startled
24
surroundings.
shocked every time their learner with special needs classmate situation gets
worse that cause it to occur. Mostly of the participants responds that when
their learner with special needs classmate tantrums occur, they were startled
but not to the point that they will get disappointed because they know what
“Oo, kanang malubatan mi niya. Dili man ko malain niya kay kanang musabot
“Malubatan mi, pero okay raman. Sabton nalag kay first time man nako nagka
Weird
subject to make others feel alienated or separated, with their ways of thinking
disorder occur some of the participant feel strange due of its behavior, one of
the participants said that she feels strange whenever his classmates disorder
Understanding
25
(Kvanvig, 2003)
their learner with special needs classmate, they grasp the idea that their
get shocked if their classmates ASD occur but even though they witness that
“Oo, kanang malubatan mi niya. Dili man ko malain niya kay kanang
“Malubatan mi, pero okay raman. Sabton nalag kay first time man nako
Familiarity
Along with the study of Alnhadi (2019), Familiarity with student with
special needs and students without special needs in general has a positive
that has learner with special needs classmate to cope up with its situation.
Linked to the participants response, some of them said that they are familiar
with their classmate’s situation, so it is normal already for them to saw that
kind of scenario.
26
Why do the students have positive attitude towards peer with special
needs?
Acceptance
All of participants had said that they are delight to have a learner with
new, they have learnt that the learner with special needs cause no harm and
the learner with special needs shows good treatment like he is being friendly
to all of them “yes, happy kaayu kay magkasinabot mi.” Cardo stated; “oo,
okay ra kaayu siya kay buotan man siya” Judy, his seatmate. Adibsereshki
and Salehpour (2012) pointed out that the regular education students benefit
Kindness
27
fellowmen. Just like what the participants response “tabangan siya namo
person is in need, they do not see them as a less human for humanity works
and they cultivate kindness. In connection with this, Annon (2005) also
indicates that “all human beings have the right to be treated with dignity and
person therefore, respect is how we show our regard for each other. Friedman
someone with intellectual disability so that they cannot feel differences among
to normal people.
28
Conclusion
The results show that most of the respondents were 16-17 years of age
of this, there is no significant relationship between the age of the students and
their level of agreement of attitude and acceptance towards peer with special
needs and also in sex of the students and their level of agreement of attitude
29
Recommendation
knowledgeable about learner with special needs and they can deal with
The study implies that schools must push for more contact among
learner with special needs and their peers, especially in fun and
the truth.
REFERENCES
DOI:10.1080/03004279. 2012.745890
intellectual
disabilities
Aluede, O., Adeleke, F., Omoike, D., & Afen-Akpaida, J. (2008). A review of
the
31
Barata, P. C., Cunningham, S., Holtzman, S., O’Connor, B. P., & Stewart, D.
E.
172. doi:10.1177/1754073915576228.
Research, 4, 35±46.
February 6, 2020.
https://dsq.sds.org/article/view/6168/4908.
32
10: 23–40.
https://www.nytimes.com/2010/08/26/world/americas/26ihtcurrents.html
Education
Classes
33
Kalambouka, A., Farrell, P., Dyson, A., and Kaplan, I. (2007). The impact of
82.
Understanding.
Martin, J., Jorgensen, C., & Klein, J. (1998). The promise of friendship for
school for all students: Taking inclusion to the next level (pp. 145±182).
Murdaca, A., Oliva, P., & Costa, S. (2016). Evaluating the perception of
https://emotiontypology.com/typology/list/startle
34
children’s
children's
243±265.
Exceptional
physical
psychology
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And
is-reaction-formationpsychology-definition-and-applications-for-your
relationship/
Stoiber, K. C., Gettinger, M., & Goetz, D. (1998). Exploring factors influencing
Early
36
education. http://www.unesco.org.com
Appendix A
Letter to the Principal
Roger O. Lingatong
Principal IV
Baybay City Senior High School
Good day!
Respectfully yours,
Ibañez, Gil
37
Appendix B
Survey Questionnaire
Good day students! We are the grade 12 ABM - Amazon from Baybay
City Senior High School. In behalf of our 3I’s, we badly need your kind
participation on helping us to gather valid data. Thank you!
I. Demographic Profile Survey (please fill up some necessary
information. Optional part can be answered or not).
Name:_________________________________________(Optional)
Age: Sex:
II. Check the following determinants or reason as to:
Rate
4 Strongly Agree (SA)
3 Agree (A)
2 Disagree (D)
1 Strongly Disagree (SD)
No. Questions SA A D SD
I wouldn’t mind if a learner with special needs
1
sits next to me.
I wouldn’t introduce a learner with special
2
needs to my friend.
Learner with special needs can do lots of
3
things for themselves.
I wouldn’t know what to say to a learner with
4
special needs
5 Learner with special needs like to play.
6 I feel sorry for learner with special needs.
38
39
40
Age Sex 1 2 3 4 5 6 7 8 9 10
17 2 3 2 2 2 3 2 2 3 3 2
16 2 3 2 2 2 4 4 2 2 3 1
17 1 4 1 3 2 4 2 4 4 1 1
17 2 4 1 3 2 3 2 3 3 4 2
16 2 3 1 4 3 3 3 4 4 4 2
17 2 4 2 4 3 3 4 4 4 3 4
17 2 3 3 3 3 4 3 3 4 4 3
17 1 3 2 3 3 2 4 4 4 4 2
16 2 4 1 4 1 3 3 4 4 4 2
17 1 3 1 3 2 3 3 3 2 3 2
24 2 3 2 4 2 3 3 4 4 3 2
16 1 3 3 3 4 4 3 4 4 3 2
16 1 3 1 4 2 3 1 3 2 3 1
16 1 4 1 4 3 4 3 2 2 3 3
17 1 4 4 3 2 2 3 2 2 3 1
16 2 3 2 3 3 3 2 4 3 3 2
16 2 3 2 2 3 3 4 4 3 2 1
17 2 3 2 3 3 4 4 3 2 3 1
16 2 4 1 3 2 3 2 3 2 2 3
16 2 4 2 3 2 3 2 3 2 2 3
17 2 4 2 3 3 3 4 4 3 4 1
17 2 4 2 3 2 3 2 4 3 2 2
16 2 4 1 3 3 3 2 3 2 3 3
3.478 1.782 3.130 2.478 3.173 2.826 3.304 2.956 3 2
41
1
11 12 13 14 15 16 17 19 20 21 22 23 24
8
3 3 3 3 3 2 3 2 3 2 3 2 3 3
2 2 2 2 3 2 2 2 2 2 3 2 3 3
4 1 4 3 4 1 4 4 3 1 4 1 4 1
3 2 3 2 3 2 3 2 2 2 3 2 2 2
3 2 3 3 4 2 3 4 3 2 3 2 3 3
3 2 3 3 3 2 2 1 3 2 3 2 2 2
3 2 3 2 2 2 2 1 2 4 3 4 2 2
2 1 3 2 4 2 3 2 3 2 3 2 3 1
3 1 3 2 4 2 3 2 3 2 3 2 4 1
3 2 3 2 3 2 3 2 3 2 2 2 3 2
3 2 3 2 3 2 3 2 3 2 3 2 3 2
3 1 3 3 4 1 1 1 4 1 4 4 3 1
3 2 3 2 3 2 4 3 3 2 3 2 3 1
3 1 3 3 4 2 3 1 4 1 4 2 3 2
3 2 3 3 2 3 4 4 3 2 3 1 2 2
3 2 3 1 3 1 3 1 3 2 3 3 3 2
2 2 3 2 4 1 3 1 2 1 3 1 2 1
3 1 3 3 4 2 3 1 3 2 3 2 3 2
3 2 2 2 3 2 3 3 2 2 3 4 2 3
2 2 2 2 3 2 3 3 2 2 3 2 2 3
3 2 3 3 4 1 3 1 3 1 3 1 3 2
2 2 2 2 3 2 3 1 4 2 2 2 3 2
3 2 2 2 2 2 3 2 2 2 3 2 2 2
2.82 1.78 2.82 2.34 3.2 1.82 2.91 2.82 1.86 3.04 2.13 2.7 1.95
608 260 608 782 608 608 304 2 608 956 347 043 391 652
7 9 7 6 7 7 3 7 5 8 5 3 2
42
Appendix D
Thematic Analysis
Why do the students have positive attitude towards peer with special needs?
(Acceptance)
Cluster
Basic Theme/
Question Respondents Response
Theme Organizing
Theme
How are Miya “Okay raman kay Good Normal
you with friendly man sad
learner siya”
44
How do students react and show their attitude when peer with special needs
tantrums occur?
What is Cluster
your Basic Theme/
Respondents Response
reaction Theme Organizing
and Theme
attitude “Malain gamay kay Reaction and
when his kana bang kalit-kalit Attitude
Miya Irritability
tantrums siya…..niya kanang
occur? mugara”
Cara “Oo, kanang Startled and
malubatan mi niya. Understand
Dili man ko malain
niya kay kanang
musabot raman mis
iya sitwasyon”
45
“Malubatan ra, di
manko Startled and
Cardo
malain,makatawa Chuckle
rako.”
46
Why do the students have positive attitude towards peer with special needs?
(Kindness)
Cluster
Basic
Respondents Response Theme/Organ
Theme
izing Theme
“Oo….Kanang pag
Do you answer seth,
Miya Support
help him mangutana siya
when he is kung unsaon”
Cultivating
struggling? “Oo….Kanang
Kindness
mutabang man sad
Cara ko niya kung wala Support
siya kahibaw
unsaon”
47
“Yes, kaayo
Pablo Support
tabangan man”
Why do the students have positive attitude towards peer with special needs?
(Acceptance and Kindness)
Cluster
Basic
Respondents Response Theme/Organ
Theme
izing Theme
“Oo, kay kuan
kanang ganahan ko
Miya Delight
maka classmate og
Are you
ing’ana”
happy to
“Kanang okay ra. Acceptance
have a
Cara Happy kay kanang Glad and Kindness
classmate
murag okay ra siya”
like him?
“Oo, okay ra kaayu
Judy siya kay buotan Like
man siya”
48
CURRICULUM VITAE
PERSONAL INFORMATION
Date of Birth : February 14, 2002 Civil Status : Single
Place of Birth: Ganassi, Lanao del Citizenship : Filipino
Sur
Height : 158 cm
Age : 18 Years Old
Weight : 45 kg
Gender : Female
49
EDUCATIONAL ATTAINMENT
ACHIEVEMENTS
SEMINARS
PERSONAL INFORMATION
Date of Birth : Nov. 14, 2001 Civil Status : Single
Place of Birth : Imus Cavite Citizenship : Filipino
Age : 17 Years Old Height : 5’2 ft.
Gender : Female Weight : 47 kg.
50
EDUCATIONAL ATTAINMENT
ACHIEVEMENTS
SKILLS
Analytical Skills
Creative
Computer Literate
HOBBIES
Singing
JESSA CARBON
Brgy.Buenavista, Baybay City, Leyte
09099305603
jessacarbon7@gmail.com
PERSONAL INFORMATION
Date of Birth : Dec. 16, 2001 Gender : Female
Place of Birth : Brgy. Civil Status : Single
Buenavista
Citizenship : Filipino
Age : 18 Years Old
Height : 5’3 ft.
51
52
ACHIEVEMENTS
SKILLS
Analytical Skills
Creative
HOBBIES
Singing
Reading
PERSONAL INFORMATION
Date of Birth : April 8, 2000 Gender : Female
Place of Birth : Ormoc City Civil Status : Single
Age : 19 Years Old Citizenship : Filipino
53
EDUCATIONAL ATTAINMENT
ACHIEVEMENTS
SKILLS
Analytical Skills
Creative
Sketching
HOBBIES
Singing
MAYBELINE P. PEREZ
Brgy. Gacat, Baybay City, Leyte
09268001055
maybelineperez53@gmail.com
PERSONAL INFORMATION
Date of Birth : April 6, 2002 Civil Status : Single
Place of Birth : Baybay City Citizenship : Filipino
Age : 17 Years Old Height : 5’1 ft.
Gender : Female Weight : 48 kg.
54
EDUCATIONAL ATTAINMENT
ACHIEVEMENTS
SKILLS
Analytical Skills
Creative
Sketching
HOBBIES
Singing
PERSONAL INFORMATION
Date of Birth : April 29, 2001 Civil Status : Single
Place of Birth : Baybay City Citizenship : Filipino
Age : 18 Years Old Height : 5’2 ft.
Gender : Female Weight : 42 kg.
55
EDUCATIONAL ATTAINMENT
ACHIEVEMENTS
SKILLS
Analytical Skills
HOBBIES
Singing
Reading
GIL R. IBANEZ
Brgy. Hipusngo, Baybay City, Leyte
09268002930
gilibanez@gmail.com
PERSONAL INFORMATION
Date of Birth : Nov. 15, 2001 Age : 17 Years Old
Place of Birth : Baybay City Gender : Male
56
EDUCATIONAL ATTAINMENT
ACHIEVEMENTS
SKILLS
Beat Box
HOBBIES
Singing
Playing Sports
NICOLLETTE MAZO
Brgy. Gacat, Baybay City, Leyte
090477716484
mazonicollette3gmail.com
PERSONAL INFORMATION
Date of Birth : Sep. 9, 2001 Age : 18 Years Old
Place of Birth : Baybay City Gender : Female
57
EDUCATIONAL ATTAINMENT
ACHIEVEMENTS
SKILLS
Creative
Computer Literate
HOBBIES
Reading
Cooking
58