BASIC EDUCATION SCHOOLS 


URBIZTONDO, SAN JUAN, LA UNION

A BLOODY BATTLE: THE LIFE OF A PERSON WITH SPECIAL NEEDS DEALING WITH
MENSTRUATION


Piscawen, Ella D.


Nisperos, Justin L. 



Borja, Roselyn A.




Espiritu, Michaela M.





.
 BASIC EDUCATION SCHOOLS 

URBIZTONDO, SAN JUAN, LA UNION

A BLOODY BATTLE: THE LIFE OF A PERSON WITH SPECIAL NEEDS DEALING WITH
MENSTRUATION


1. Student Researchers Lorma Colleges Senior High School

Abstract:


The menstrual cycle is a hormonal monthly bleeding that prepares women for a possible
pregnancy every month. Women, with or without a disability, are encountering this at the
same time but differ in their problems & experiences and should be given equal access to
Menstrual Hygiene. Consequently, the researchers attained to answer the following
queries. 1. What are the challenges being faced by the Persons with Special Needs on
menstruation. 2. How do the Persons with Special Needs practice menstrual health
management. 3. How do the Persons with Special Needs cope with their menstrual
problems. Descriptive research design was utilized in the study, the parents of the
menstruating girls with special needs in San Fernando City, La Union were the
participants, the instrument that was utilized is semi- structured interview to further ask
follow-up questions, convenience sampling was used in selecting the participants and
the data gathered was analyzed through thematization where the responses of the
participants were categorized into relevant themes. In conclusion, the challenges that the
girls with disabilities experience are rejection of sanitary napkin, fear of blood, poor
communication, inappropriate behavior and mood changes and physical discomfort. In
managing their menstrual health, the researchers identified two ways. First, the use of
sanitary pads which needs guidance by their mothers or caretakers. And second, through
professional assistance, they gain more knowledge in assisting their daughters. Thus, In
coping on their menstrual problems, they have various strategies such as through
emotional support and training. For the emotional support, the parents/ caretakers
always to understand them and make them calm. And for the trainings, the parents/
caretakers teach them on how to manage menstruation in their own simple ways.

Keywords: Menstruation; Special Needs, Menstrual Health Management, Challenges,

Coping Mechanisms, Menstrual Hygiene
1. INTRODUCTION
1.1 Background of the Study
The menstrual cycle is a hormonal
monthly bleeding that prepares women
for a possible pregnancy every month.
Menstruation is one of the sensitive topics
to discuss but the need for it is alarming. It
is not just a monthly event but it is also
an educational issue where people should
be aware of it. It should not be a hidden
topic, a rarely discussed one. Women, with
or without a disability, are encountering
this at the same time but differ in their
problems & experiences and should be
given equal access to Menstrual Hygiene.
It is still a taboo discussion wherein
even the women themselves do not
discuss it freely for they are ashamed of
what they are going through or they do
not feel comfortable talking about it. For
girls experiencing menstruation, it is
normal for them for they experience this
monthly. Some already have their own
strategies in dealing with it while the
others still find it difficult to manage but
for those with physical disabilities,
intellectual disabilities, or even both, and
for her parents or caregivers,
menstruation can result in challenges and
difficulties for them.
On a World Health Organization
(2011) report on disability, it was
revealed that the world population as of
now is over 7 billion people.
Approximately 15% of the world’s
population has a disability and about
2-4% experience difficulties in their daily
living.
The World Health Organization
(2011) defines disabilities as “disabilities is
an umbrella term, covering impairments,
activity limitations, and participation
restrictions.” In 2010, Leonard Cheshire
conducted a survey on people with
disabilities and revealed that 44.5% of
them didn’t receive sex education at the
school that may result for children not
knowing and understanding about
menstruation. While in India, among all
the girls with disabilities that attend
school, 35% of them prefer to be excused
from their school in times of
menstruation. (AAINA report, 2015). With
this, it is really important to talk about
menstrual hygiene in schools because it
will help them in gaining knowledge and
for them to be guided properly for
maintaining their hygiene.
Menstruation is a monthly biological
event and girls with disabilities are no
exceptions for this. This may be even
more challenging for those with
disabilities. According to Thama &
Sivakami (2017), the adolescents
experience a lot of issues regarding
menstrual hygiene. From not being able to
change the sanitary pads because of their
physical limitations to not being able to
fully express their concerns. Their
caretakers have a significant role in
managing their menstrual hygiene and
training them to handle menstruation.
They have adopted strategies such as
training the girls to be responsible for
maintaining their hygiene and how to
c h a n ge t h e i r s a n i ta r y pa d s . T h e
adolescents cannot properly take care of
their menstrual hygiene by themselves
which might hinder them from having
healthy reproductive health. Moreover, the
adolescents were also lacking in
information about menstruation for they
are having a hard time in understanding
what is happening on their body and for
speaking up about menstruation which
can, therefore, result to poor menstrual
hygiene. Similar to the study by
Nurkhairulnisa, et al. (2018), the parents
had a hard time dealing with their
daughters while menstruating because of
their lack of information. They also stated
that girls need more support and more
resources. Furthermore, the social taboo
that is prevalent nowadays has become a
factor for the parents not to seek advice
from the doctors for information regarding
menstruation.
In Nigeria, Menstruation and any
reproductive health issues are not often
discussed freely and properly. With the
menstrual taboo present, the women
with disabilities experience issues and
challenges when it comes to Menstrual
Health Management. Furthermore, there
is a significant difference for the educated
and uneducated women with disabilities
on their menstrual hygiene management.
It was revealed that the educated ones
have better menstrual health
management than of those who are not. It
only proves that, education is necessary
and not an option that affects their
k n o w l e d g e o n m a i n ta i n i n g t h e i r
menstrual hygiene. (Ibaishwa & Achakpa,
2016).
Menstruation occurs for all females
and it is a part of growing up. In the midst
of having menstruation for women with
disabilities or none, challenges may occur
but for those with disabilities, they may
take longer to adapt the skills in
menstrual management and to
understand what’s going on in their
body. The common issues for
menstruating women are stains on
clothes and the reaction of people that
surrounds them. In order for them to
overcome these challenges, they should
have sufficient enough knowledge on how
to properly handle menstruation, support
from their family and friends and to learn
more skills for them to be independent.
(Tracy, 2017)
Steward, et al. (2018) revealed in his
study that both the adolescent girls who
are autistic and not emphasized the need
for the young people to perceive
menstruation as a “healthy, natural and
normal part of growing up” rather than
something to be feared, embarrassed
and ashamed of. The society- not only for
those who experience menstruation but
also to who does not, must accept and
understand this for them to be aware of
what the adolescent girls are
experiencing. Furthermore, most of the
autistic women believe that they
experience more difficulties in managing
their menstruation as they address this as
a “difficult and distressing event”.
 In Taiwan, the mothers learned to
adapt to the situation of their daughters.
In the Taiwanese society, a mother must
be concerned with the health of her
children and that includes their daughter’s
menstrual care. They remained strong for
their daughter to fulfill their role to them
and serves as their primary support. Aside
from that, menstrual taboo is also
present in Taiwan which therefore
resulted in the mothers not to discuss the
issue with professionals or even in their
families. The mothers did all the work for
their daughters and did not let anyone
interfere with them even with their own
husbands. In addition to that, the
mothers believe that they can not share
the issue with other parents of daughters
with Intellectual disability because
Taiwanese people rarely speak up about
issues on menstruation. Furthermore,
even though their daughters had essential
assistant needs, no mother stated
management issue regarding
menstruation. This may be ascribable to
the mother’s ways of coping up and
perception of care tasks that were
shaped due to the influence of cultural
beliefs. The study has revealed that
mothers were accommodating whenever
their daughters need menstrual assistance
by using faith such as belief in fate and
other spiritual explanations. (Chu & Lu,
2012)
Girls with disabilities are not open
to talk about their sexual health and
sometimes do not know how to protect
themselves. It is unfortunate that some
women with disabilities are subjected to
a more invasive, permanent, and
i r re v e rs i b l e m e d i ca l p ro ce d u re -
sterilization. Forced sterilization has a
physical and psychological effect for the
women. They are being robbed of the
opportunity of starting a family without
their consent, and at times even without
their knowledge. This should not be a
solution for this and yet it is forced on
many. In Odisha, Oxfam Trust found out
that 6% of women with a physical
disability and 8% of women has
intellectual disabilities had been forced
to undergo forced sterilizations even
without the knowledge of the process and
one of the reason is for them to lessen
their burden on menstruation.
In the Philippines, the government
issued Proclamation No. 744 in 2004 –
declaring every last Monday of the
month of March as the Women with
Disabilities Day. On this day, the Filipino
women are being recognized with their
own potential and empowers them to be
an agent of change.
Around the world, women with
disabilities face stigma, often lack
awareness, and needs dependence on
others when it comes to performing
activities of daily living. Some girls choose
to stop going to school. Others are being
forced to undergo sterilization for their
ovaries to be removed. These are the
realities of the women with disabilities
that is often taken for granted but needs
to be addressed immediately.
Menstruation is a part of every female’s life
and it is their right to have knowledge
of menstruation and to have a safe 1.3 Paradigm of the study
environment for them to be able to
discuss their issues and experiences.

1.2 Statement of the Problem

The study aims to determine the

lived experiences of the persons with
disabilities in times of menstruation.
Specifically, it seeks to answer the
following questions:


1. What are the challenges being faced by

the Persons with Special Needs on
menstruation?

2. How do the Persons with Special Needs

practice menstrual health management?

3. How do the Persons with Special Needs

cope with their menstrual problems?

The researchers utilized the

Persons with Disabilities logo for the
research paradigm because they will
be the participants for the study.
The paradigm made use of the
Input - Process - Output model that
s h o w s t h e d i f f e r e n t s ta g e s t h e
researchers will need to undergo. For the
Input, the wellness of PWDs are the
reason for this study; thus, t h e i r
perception of menstruation is of the
utmost importance. For the Output,
the wheelchair supports the PWD ,
re o r i e n t i n g their m i s co n ce p t i o n s
about menstruation, and giving
insights to possibilities that might
help them overcome the
challenges they are currently facing.
1.4 Theoretical Framework
BIOPSYCHOSOCIAL APPROACH
GEORGE L. ENGEL (1977)
The Biopsychosocial approach or
model of disability views disability as
arising from an aggregate of elements at
the physical, emotional and
environmental levels. This approach
takes the focus past the individual and
addresses problems that interact to have
an effect on the capability of the person to
maintain as high a degree of health and
well- being as viable and to function
within society. This strategy is constant
with the World Health Organization’s
revised definitions of disability. It
recognizes that disabilities are often due
to sickness or injury do not disregard the
significance of the influence of biological,
emotional and environmental issues on
health, well-being, and function in society.
Menstruation is an example of a
biopsychosocial process for it is a normal
part of physiology that both affects
behavior and also affected by behavior.
The behavior of women is affected by
beliefs and attitudes, which in turn are
affected by psychological experiences.
Furthermore, even if the women have
the same physiology of menstruation,
they still differ in their attitudes, beliefs,
and experiences. (Chrisler, 2013)
THE RESOURCE-ORIENTED APPROACH BY
VYGOTSKY (1993)
Vygotsky (1993), studying children
with disabilities, primarily focused on
children’s intact abilities (resources).
According to Vygotsky, the resources of
BY c h i l d re n w i t h d i s a b i l i t i e s s h o u l d
constitute a basis for optimal
development of the children’s potential.
Criticizing the pathology- and symptom-
centered approaches in special education,
Vygotsky (1993) was one of the first to
stress the importance of neologisms like
empowerment and resource-oriented
approach in the study of children with
disabilities. Health resources – shared by
all child personalities – became basic to
this new approach. Vygotsky changed
focus from abnormality and disorders to
sources of health among children with
disabilities, thus attempting to find some
compensation for functional disabilities.
Vygotsky was one of the first to point out a
paradigmatic shift, from the mechanisms
and symptoms of disability to health
resources.The main task in a special
educational context is, therefore,
according to Vygotsky, to provide support
for intact functions among children with
disabilities, thus enabling a realization of
these resources.
FEMINIST DISABILITY THEORY -
ROSEMARIEGARLAND- THOMSON (2002)
 Feminist disability theory is based
on the differences women face with
disabilities versus those who do not have
disabilities. While women face difficulties
due to the global sexism, disabled
women have the added disadvantage of
ignorance and societal neglect. By
intertwining aspects of feminist theory
and disability theory, this new theory is a
burgeoning factor on sociology today.
2. METHODOLOGY
The descriptive research design was
utilized in the study it describes what is,
and involves interpretation of meaning of
what is described, practices that happen
or do not happen, beliefs and attitude
that exist or do not exist. (Venzon, 2013).
Specifically, it is qualitative in nature for
this study seeks to further know the
experiences particularly the challenges,
practices, and coping mechanisms of the
persons with disabilities in times of
menstruation. Roshan (2009) stated that
qualitative research stipulates alterable
wa y o f ga t h e r i n g , a n a l yz i n g a n d
interpreting data and informations.
2.1 Population and Locale of the
Study
The parents of the menstruating
girls with special needs in San Fernando
City, La Union were the participants in this
study. The researchers explored their
experiences in dealing with menstruation,
the challenges they are currently facing
and their coping mechanisms.
Convenience Sampling was utilized in
selecting the participants. This method is
commonly used for qualitative research
wherein it is a non-probability sampling
method that selects participants that are
available to participate in the study.
2.2 Data Gathering Tool
The instrument that was utilized in
this study is semi- structured interview to
further ask follow-up questions. The semi-
structured type of interview was used for
the inclusion of open-ended questions to
provide opportunities for more
understanding on the topic. Semi-
structured interview is best to utilize in a
qualitative study for it allows in - depth
understanding of the participants
responses. (Rubin & Rubin, 2005).
2.3 Data Gathering Procedure
and Ethical Considerations
The researchers processed a letter of
validation for the verification of gathering
tools to be utilized in the study. Then, a
letter of approval was sent to the office of
Persons with Disabilities Affairs in San
Fernando City, La Union. Upon approval,
the researchers conducted their interview
with the respondent’s consent. Audio
materials were utilized in the study during
the process to store accurate data which
were transcribed after series of interviews.
2.4 Analysis/ Treatment of Data
After conducting interviews to the
participants, the researchers analyzed the
data through thematization where the
responses of the participants was
categorized into relevant themes. This is a
process that involves interpreting the data
through the use of categories, themes,
and codes which give latent meaning to
the analysis of data. (Petrina, 2010)
3. RESULTS AND DISCUSSION
 they may not accept or understand


3.1 WHEN MENS BECAME MEAN
The participants were asked what
problems do their daughters encounter
during menstruation. The researchers
then concluded that the girls with
disabilities differ in the challenges they
experienced and currently experiencing.
Some went through the rejection of
sanitary napkin which led them in using
other alternative like diapers. Some have
fear of blood which affects their attitude
on menstruation. Some experiences poor
communication with their mothers
because they cannot fully express what
they want. The common challenges they
experience is having inappropriate and
mood changes and physical discomfort
which their mothers perceive as a normal
dilemma for both disabled and non-
disabled females.
A. Deviance
It was revealed that the girls with
disabilities encountered problems on
Menstrual health management specifically
on the feminine products to be used. Their
mothers stated that when they had their
menarche (first menstruation), their
daughters do not want to wear sanitary
pads because they cannot accept the
situation they are in. Thapa and Sivakami,
(2017) stated that some of the girls with
disabilities refused the use of sanitary
napkins when their mothers try to make
them wear it. One of the reasons is that
menstruation or what is happening
around her.
“When she was still young we tried to
make her use sanitary napkin but she
is not comfortable wearing it so she
took it off. But after that we let her
use diaper and until now.”
“At first, she cannot accept it, she
does not want to wear napkin. On her
first time, she threw the napkin on our
garage. Then i explained to her that if
she will throw it, she will have a blood
leak. After a while, she slowly accepts
the changes and she understand it
now.”
A.1 BLOODsheds
The respondents shared that their
daughter’s fear of blood is a major
challenge for them during menstruation.
The sight of blood during menstruation
makes the girls with disabilities distracted
and with that they are unable to
independently cope with their menstrual
problems.(Burnet Institute and Family
Planning Victoria , 2016)
 “When she have her period she will
cry because she is afraid of blood.”
It was revealed that one of the
challenges for the girls with
disabilities during menstruation is
their fear of blood that hinders them
in becoming independent in
managing their menstrual problems.
A.2 POOR COMMUNICATION
The participants were asked if they
were able to have a talk with their
daughter before they had their
menstruation. One of the major
challenges for the mothers and their
d a u g h te rs i s h a v i n g d i ff i c u l t y i n
communication due to their disability.
Some find it hard to express what they
need to say and some do not know what
is happening around them. Thapa and
Sivakami (2017), stated that having
difficulty in communicating with the girls
with disabilities is a challenging one.
Some mothers did not even attempt to
communicate with their daughters
because they know that they have
limitations in communication abilities.
“You can't talk to her. Not every
special child will be able to talk. Just
like my child you can't talk to her, she
says what she knows. But if you talk
to her, she can't answer you the way
she want.”
“No. Because is still young that time.
She doesn't even know what's
happening is her world.”
“No because before I don't know how
to explain menstruation to her. My
mindset before, even if I explain it to
her I know that she can't fully
understand. “
A.3 MOOD SWINGS
The participants were asked what
are the challenges do their daughters
experience during menstruation and the
common problem is having inappropriate
behavior and mood changes. The pain
that the girls with disabilities experience
has a significant impact on female’s
mood. (Ditchfield & Burns, 2004). Similar
to the study of ,Quint, Elkins, and Kope
(1999), inappropriate behavior and mood
changes are the common issue for them.
Also, Chou et al. (2008) found that most of
them experience mood swings during Pre-
Menstrual Syndrome and during
menstruation.
“She is irritated and most of the time
her moods changes.”
“She is easily irritated. If she got her
period, she just want to lay down all
day. If necessary she does not want
to take a bath, but I explain to her the
possibilities if she will not”
 A.4 THE GIRL WHO CRIED
CRAMPS
The participants also reported that
their daughters experience physical
discomfort such as dysmenorrhea,
stomachaches and headaches which they
perceive as a normal event for them. The
mothers shared the menstrual problem
their daughter experience and it was
revealed that the common problem is
having abdominal cramps/discomfort.
(Thapa and Sivakami, 2017). Similar to the
study of Nurkhairulnisa (2018). 47.7% of
the mothers reported that their daughters
experience discomfort and 50.5% having
dysmennorhea.
“Most of the time she experiences
dysmenorrhea but as she grew up
she becomes used to it.”
“She experiences dysmenorrhea if
she has menstruation”
“During menstruation, she
sometimes do not feel well, she
experiences headaches and
stomachaches that’s why we need to
be attentive. There was this time that
she was hospitalized because of her
menstruation.”
3.2 AUTONOMY VERSUS SHAME
AND DOUBT
B. COMPLETE INDEPENDENCE
The researchers asked the
participants on how do their daughters
handle their menstrual hygiene. It was
then revealed that some can fully handle
themselves during menstruation. This is
because of their continuous training given
by their mothers/ caretakers. Thapa and
Sivakami, (2017) stated that some of the
girls with disabilities were independent in
te r m s o f t h e i r m e n s t r u a l h ea l t h
management and one of the reasons for it
is continuous training and discipline by
their mothers or caretakers. Similar to the
study of Joshi and Joshi (2015), the girls
with disabilities are likely to be
independent in taking care of their
hygiene.
“Now that she's 18 years old she's
more mature in handling
menstruation. You don't need to tell
her to do this thing like that. I'm very
thankful because at her early age, I
disciplined her in handling her
menstruation.”
“In managing her problems, she has
been independent ever since even
with her disability.”
“Since she is independent in taking
care of herself, I just advise her to
maintain her hygiene especially
during menstruation.”
 B.1 COMPLETE DEPENDENCE
The researchers asked the
participants on how do their daughters
handle their menstrual hygiene. It was
then revealed that some cannot do it by
themselves due to their limited actions.
They still rely on their mothers/ caretakers
when menstrual problems arise. Thapa
and Sivakami, (2017) stated some of the
girls with disabilities still rely on their
mothers/ caretakers in managing their
menstrual hygiene. Some still encounters
difficulty in changing sanitary napkins
when full and in taking a bath. Similar to
the study by Nurkhairulnisa (2018), 41% of
the adolescents ask for assistance from
t h e m a n d 1 8 % w e r e co m p l e t e l y
dependent on them.
“To maintain her hygiene, I check if
her napkin is already full, then i will
bath her with a warm water.
Sometimes, it is difficult to take her to
our bathroom so i made a way for it.
For example, if she is on a chair, i will
but a ‘palanggana” on the floor with
a warm water then she will already
understand it. it is a matter of
training for her to be aware on my
actions.”
“She cannot do it by herself. She is
already 28 but I am still the one
responsible for taking her to bath.
Maybe she can if she is trained but
no, she cannot.”
3 . 3 M E N ST R U A L M A N A G E M E N T
APPROACHES
The participants were asked what
are the feminine products their daughters
use in maintaining their hygiene during
menstruation. In a study conducted by
Wilson (1994) the mothers stated that they
were responsible for the changing of pads
and 37.5 % were partly independent and
8.3& were completely independent. Also,
Chou et al. (2008) found out that the
adolescents require assistance in
changing their pads for their menstrual
health management.
C. USE OF SANITARY NAPKIN
The common feminine product the
girls with disabilities use is sanitary
napkins. It was observed that their
mothers were not picky in the products to
be used as long as it will respond to their
needs and also they consulted their
daughter first on how to properly use it.
“She only use sanitary napkins.”
“For the feminine products, any will
do because I am not really particular
in the products. if her menstrual flow
is heavy, then i will use the napkin for
heavy flow. Even if the product is at a
low price, the important thing is it
can respond well to her needs.”
“On her first day of having a period, I
gave her sanitary napkin. I explain
everything to her. I explain on how to
 use it. She needs to change every 4
hours at least and she need to wash
it with warm water. I let her use pads
until now.”
C.1 PROFESSIONAL ASSISTANCE
It was revealed that some of the
mothers consulted for a professional’s
advice in order to assist their daughters
well in their menstrual hygiene. In a 2018
survey conducted by Nurkhairulnisa, et al.
It was revealed that 21% of the mothers/
guardians prefer to have consultation with
a doctor to help manage their daughter’s
menstrual hygiene.
“She has feminine wash but I don’t
use it on her most of time because it
is the advised by her doctor. Her
doctor wants mild soap like dove.”
“I don't allow her to use feminine
wash because her doctor advised me
not to. If needed, it's warm water
only.”
3. 4 PUSH THROUGH THE PAIN
D. EMOTIONAL SUPPORT
During menstruation, when
difficulties arise to the girls with
disabilities it was observed that their
parents give unwavering support and
guidance to them as their strategy in
coping to their problems. Most of the
participants revealed that their way of
helping their daughters are to make them
feel calm and understand their needs and
situation. One of the coping strategies of
the girls with disabilities is to ask comfort
and support from their parents. This can
lead to greater success for them to handle
menstruation. (Burnet Institute and Family
Planning Victoria , 2016)
“When she has period she always
goes to her papa. She will ask her
papa to sing a song for her
because it make her calm.”
“We just talk to her. We make her
calm. You need to understand her of
course, you can't please her because
she can't tell if what's bothering her
not unless through sign language.”
“It is needed for you have a great
understanding. Because you can't
nag her. If her period comes, we are
doing everything not to get mad
because her attitude is not normal
when she have her monthly period.”
D.1 DEALING WITH MENS FOR
SURViVAL
The mothers shared that for their
daughters to cope with their menstrual
problems, they give them consistent
training and awareness on the proper
menstrual management. This includes
how to put on sanitary napkins, when to
change it, and where to dispose which
resulted for the girls to attain discipline.
The girls with disabilities who are given
training or instructions for their menstrual
health management can slowly become
independent because their ability to
manage menstruation increases. (Kyrkou,
2005; Thapa and Sivakami, 2017)
“I also educate and discipline her on
menstruation by teaching her the
right things to do and the wrong
ones to avoid. Lastly, we give her
attention especially on her needs and
train her.”
“I practiced her to change her pad
every 4 hours, and every time she
change her pad she must wash it
with warm water. All used pads will
be placed in the trash bin. A simple
rules like that. I made this rule, this
was posted in her bulletin board in
her room. Every month, I let her sign
in the “contract", just to make sure
that she's doing what is written in her
bulletin board.”
4. CONCLUSION
From the results gathered and
supporting elements from the study, the
researchers found out that they the girls
with special needs have various menstrual
problems. These are the rejection of
sanitary napkin, fear of blood, poor
communication, inappropriate behavior
and mood changes and physical
discomfort.
In managing their menstrual health,
the researchers identified two ways, first,
the use of sanitary pad which needs
guidance of their mothers or caretakers.
And second, through professional
assistance, they gain more knowledge in
assisting the.
In coping on their menstrual
problems, they have various strategies
such as through emotional support and
training. For the emotional support, the
parents/ caretakers always to understand
them and make them calm. And for the
trainings, the parents/caretakers teach
them on how to manage menstruation in
their own simple ways.
Furthermore, it was revealed that
some of the girls with special needs are
fully independent in managing their
menstrual health and problems due to the
continuous discipline by their mothers/
caretakers. While some are fully
dependent which requires for their
mothers/caretakers to assist them at all
times.
RECOMMENDATION
This study highlighted the
importance of addressing the needs and
difficulties encountered by the girls with
disabilities during menstruation and
their mothers/caretakers. With these
findings, the researchers came up with a
project entitled “The Period Power”
which targets the SDG # 3: Good Health
and Well Being to ensure healthy lives
and promote well-being for all at all ages
specifically on the Persons with Special
Needs.
This project includes:

1.) Distributing brochures that will raise

awareness on menstruation. Specifically,
the proper menstrual health
m a n a ge m e n t , m i s co n ce p t i o n s o n
menstruation, and ways in dealing with
pain during menstruation.

2.) A “Those Days Kit” will also be

distributed for them to respond to their
needs immediately when menstruation
arises on unexpected situations.
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Beliefs of the Experience of
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at the University of the Western
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Shafiee, Kampan, . . . Nur Azurah.
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Menstruation. Journal of
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Barriers: Girls'
experiences o n
menstruation in the uk. Ak the
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b a r r i e r s - report-032018pdf/
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Au s t ra l i a n prescriber, 39(2), 54-7.
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R., Rahim, N. A., Yusof, A. N., & Ghani,
N. A. 2012). Parents or Caregivers
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onlinelibrary.wiley.com/doi/abs/
10.1111/j.1365-2788.2005.00749.x.
Joshi, G.A., & Joshi, P.G. (2015). Study of
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Chou, Y., Lu, Z., Wang, F., Lan, C., & Lin, L.
(2008). Meanings and experiences of
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Ditchfield, H., & Burns, J. (2004).
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APPENDICES

INTERVIEW

Before proceeding to the interview, the participants requested for their personal
information to be kept as confidential.

RESPONDENT 1

1. What are the challenges being faced by the Persons with Special Needs on
menstruation?


a. Have you oriented your child about menstruation?

“No because before I do not know how to explain menstruation to her. My mindset
before was even if I explain it to her I know that she can't fully understand.”

b. How did you communicate with your daughter to manage her period?

“When she got her first period she cried that time. She was shocked because there is a
blood in her underwear. So I explained to her about menstruation. That it is normal to
experience it because she is a girl. I talked to her, I did everything just to make her
understand about menstruation.”

c. How did they react when they got their first period?


“As what I have said, she cried that time asking me what is happening. So I explained
every detail to her.“
d. What are the problems they are facing when they have their menstruation?

“She is easily irritated. If she got her period, she just wants to lay down all day. If
necessary she does not want to take a bath, but I explained to her the possibilities if
she will not wash her reproductive organ. I told her that there might be worms inside if
she doesn't wash it.”

2. How do the Persons with Special Needs practice menstrual health

management?

b. What are the media they use in order to manage the effects of menstruation?
c. “On her first day of having a period, I gave her sanitary napkin. I explained
everything to her. I explained on how to use it. She needs to change every 4 hours
at least and she need to wash it with warm water. I let her use pads until now.”

b. What are the hygienic practices that are observed during menstruation?

“I don't let her use feminine wash because her doctor told me not to let her use
hygienic products like feminine wash. “

c. How do you maintain her menstrual hygiene?

“I practiced her to change her pad every 4 hours, and every time she change her pad
she must wash it with warm water. All used pads will be placed in the trash bin. Simple
rules like that. I made this rule, this was posted in her bulletin board in her room. Every
month, I let her sign in the ‘contract’ I made just to make sure that she's doing what is
written in her bulletin board.”

3. How do the Persons with Special Needs cope with their menstrual
problems?

a. What are your strategies to cope with your daughter menstrual problems?


“When she started to ignore every person in our house, I asked her what's the problem.
I asked her if she wants something. I talked to her about girly stuff sometimes her Dad
will buy something for her just to lighten her mood. It's not easy to lighten her mood
because she's really hard to approach when she have period. Now that she's 18 years
old she's more mature in handling menstruation. You don't need to tell her to do this
thing like that. I'm very thankful because at her early age I disciplined her in handling
her menstruation.”

RESPONDENT 2


1. What are the challenges being faced by the Persons with Special Needs on
menstruation?
a. Have you oriented your child about menstruation?

“Before she had her menstruation, she already knew about it. I just remind her to not
do household chores like ironing and laundry.”
b. How did she react when they got their first period?

“When she first had her menstruation, it is okay for her. She always maintains her
hygiene compared to other girls.”

c. Does she encounter problems during menstruation?

“She experiences dysmenorrhea and stomache if she has menstruation.”

2. How do the Persons with Special Needs practice menstrual health

management?

a. What are the products she uses during menstruation?

“She only use sanitary napkins because I sell those.”

b. How does she maintain her hygiene during menstruation?

“I was the one responsible for her bath before.”

3. How do the Persons with Special Needs cope with their menstrual
problems?

a. What do you do in order for them to cope with their menstrual problems?

“She manages her menstrual problems independently. She knows what to do already. I
just advise her to maintain her hygiene especially during menstruation.”

RESPONDENT 3

1. What are the challenges being faced by the Persons with Special Needs on
menstruation?


a. Have you oriented your child about menstruation?

“When she got her first period, she doesn’t know about it yet then i explained to her
that when a girl reached its puberty stage, she will have menstruation.”


b. How did she react when they got their first period?
“At first, she cannot accept it, she does not want to wear napkin. On her first time, she
threw the napkin on our garage. Then i explained to her that if she will throw it, she will
have a blood leak. After a while, she slowly accepts the changes and she understand it
now. Every first week of the month is her period, we already marked it on our calendar.
I always make sure she understands menstruation and of course her caretaker also
since i am a working mother. Our caretaker also needs to be educated on what she
needs to do.”

c. What are the problems they are facing when they have their menstruation?

“During menstruation, she sometimes do not feel well, she experiences headaches and
stomachaches that is why we need to be attentive. There was this time that she was
hospitalized because of her menstruation. That’s why we need to be very sensitive in
taking care of her. I, being her mother, needs to have awareness on menstruation and
to educate them about the right and and wrong during menstruation. She tells us
every time that she have her period since she is the one who knows it.”


2. How do the Persons with Special Needs practice menstrual health

management?
a. What are the products she uses during menstruation?

“For the feminine products, any product will do because I am not really particular in
the products. if her menstrual flow is heavy, then i will use the napkin for heavy flow.
Even if the product is at a low price, the important thing is it can respond well to her
needs. She cannot do it by herself. She is already 28 now but I am still the one
responsible for taking her to bath. Maybe she can if she is trained but no, she cannot.”

b. How do you maintain her menstrual hygiene?

“To maintain her hygiene, I always check if her napkin is already full, then i will bath her
with a warm water. Sometimes, it is difficult to take her to our bathroom so i made a
way for it. For example, if she is on a chair, i will put a ‘palanggana” on the floor with a
warm water then she will already understand it. it is a matter of training for her to be
aware on my actions.”

3. How do the Persons with Special Needs cope with their menstrual
problems?

a. What do you do in order for them to cope with their menstrual problems?
b. “My strategies are I should have awareness on what to do during menstruation and
to have available napkins already. I also remind her to say if her napkin is already
full, she also checks it and tell that it needs to be changed already, her caretaker
must also check it because she is very conscious, once it is full, she will get
uncomfortable and wants it to be immediately changed. I also educate and
discipline her on menstruation by teaching her the right and wrong during
menstruation. Lastly, we give her attention especially on her needs and train her.”

RESPONDENT 4

1. What are the challenges being faced by the Persons with Special Needs on
menstruation?


a. Have you oriented your child about menstruation?

“I don’t know how to say it. She has been independent ever since even with her
disability, she cannot walk.”

b. How did she react when they got their first period?


Kagaya din ng normal na babae ganyan di naman siya nahirapan

“It is the same wth the normal teenage girls who experience menstruation but she
does not experience any problem.”

c. What are the problems they are facing when they have their menstruation?

None, she doesn’t experience pain.

2. How do the Persons with Special Needs practice menstrual health

management?

a. What are the products she uses during menstruation?

b. How do you maintain her menstrual hygiene?

Wala, wala naman akong ginagawa dito nalang siya sa bahay.



“Nothing, she just stays here at home.”
RESPONDENT 5

1. What are the challenges being faced by the Persons with Special Needs on
menstruation?


a. How did you communicate with your daughter to manage her period?

“You can't talk to her. Not every special child will able to talk. Just like my child you
can't talk to her, she says what she knows. But if you talk to her, she can't answer you
the way she want. Her first menstruation us unpredictable but before she had her first
mens she has this bad attitude.”

b. How did they react when they got their first period?

“It's nothing. Not a big deal at all.”

c. What are the problems they are facing when they have their menstruation?



“She is irritated and most of the time her moods changes.”

2. How do the Persons with Special Needs practice menstrual health

management?

a. What are the media that they use in order to manage the effects of menstruation?

“She is still using diaper. Since then she's using diaper.”

b. How do you maintain her menstrual hygiene?

“She knows she have period. She says ‘sa’ meaning basa (wet) and then ‘ligo’ (bath). I
will put her in the comfort room. She has feminine wash but I don’t use it to her most
of time because it is the advise of her doctor. Her doctor wants mild soap like dove.”

3. How do the Persons with Special Needs cope with their menstrual
problems?

a. What are the strategies to cope with your daughters menstrual problems?



“We just talk to her. We make her calm. You need to understand her ofcourse, you can't
please her because she can't tell if what's bothering her not unless through sign
language. When she have her mens, you just need to take care of her because you
don't know. Her mens is not normal.”

RESPONDENT 6

1. What are the challenges being faced by the Persons with Special Needs on
menstruation?


a. Have you oriented your daughter about menstruation?

“No. Because is still young that time. She doesn't even know what's happening is her
world.”

b. How did they react when got her first period?

“She's crying that time. She taught she has wound. She has a mental disorder so it is
normal for her to react that way. She don't know what's happening around her. “

c. What are the problems they are facing when they have their menstruation?

“When she have her period she will cry because she is afraid of blood. Most of the pain
she has dysmenorrhea but as she grows up she is used to it.”

2. How do the Persons with Special Needs practice menstrual health

management?
a. What are the media that they use in order to manage the effects of menstruation?

“When she was still young we've tried to make her use sanitary napkin but she's not
comfortable wearing it so she take it off. But after that she we let her use diaper until
now.”
b. What are the hygienic that are observed during menstruation?

“I don't allow her to use feminine wash because her doctor advised me not to. If
needed, it's warm water only.”

3. How do the Persons with Special Needs cope with their menstrual
problems?

a. What are your strategies to cope with your daughters menstrual problems?
“When she have period she always go to her papa. She will ask her papa to sing a song
for her because it make her calm. It is needed for you to have a great understanding
because you can't nag her. If her period comes, we are doing everything not to get mad
because her attitude is not normal when she have her monthly period.”