Chapter 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Rationale

According to recent studies, there are challenges faced by learners with

physical disabilities in schools. This is supported by Mcleod (2014), who stated

that learners with physical disabilities experience personal limitations in school

environments that affect their social and psychological spheres and likely affect

their academic performances at school.

A learning disability is a condition in which there is no delay in intellectual

development in general but one or more of the basic abilities necessary for

learning, such as listening, speaking, reading, writing, calculating, and reasoning,

are difficult to acquire or demonstrate well, resulting in various difficulties in

learning.

In regular classes, based on the curriculum organized by elementary and

junior high schools, etc., simultaneous learning activities are basic, such as

teaching each subject in class and grade groups and working on school events

as a whole. When a child with a learning disability learns each subject, it is

necessary to devise teaching methods and individual measures to deal with the

difficulties caused by the disability.

 In classroom instruction, to proactively improve and overcome the learning

or life difficulties caused by the child's disability in some classes, while learning

most of the lessons in each subject in a regular class and receiving the

necessary support, including ingenuity in instruction, individualized measures,

and reasonable accommodation in education, for example, for sensory and

cognitive characteristics, the use of alternative means, and the formation and

utilization of language, we guide self-reliance activities related to the

comprehensive use of the senses.

In line with this, this research is of great importance because it may aid in

identifying the issues that students with physical disabilities face in school.

Second, it is hoped that the study's findings will contribute to the general body of

knowledge on the obstacles that students with physical disabilities encounter in

school.

  The reason researchers want to conduct this study is to determine how

social barriers and issues in school affect students with learning disabilities at

Spedsters’ Club and their strategies to deal with those barriers and issues.

Literature Background

The effect of learning disabilities should be considered beyond the

instructive interaction, as they affect the day-to-day routine of these people (Aro

et al., 2019; Kormos and Smith, 2012). Knight and Scott (2004) highlight the
need to see learning disabilities about their specific manifestations and to

recognize them from non-specific ones, which they depict as learning disabilities.

Hollar (2012) defines specific learning disabilities as a collective of neuro-

formative issues that manifest in youth as difficulties acquiring and utilizing

understanding abilities (dyslexia), composing skills (dysgraphia), or performing

numerical tasks (dyscalculia).

These issues influence the growing experiences of students who, in any

case, have the proper abilities to gain abilities and information (Grigorenko et al.,

2020; Kendall and Samways, 2008). (172 Multidisciplinary Diary of School

Training, Vol. 11, 2022/1, No. 21 Jan Viktorin) The entanglement causing school

execution deficiencies in these students is the culmination of improper work

proclivities, which are frequently linked to behavior.

In addition to specific learning disabilities, it is critical to consider the

impact of cohorts who may participate in harassment due to a misunderstanding.

Understudies with specific learning handicaps can frequently be less popular in

the study hall, which can cause conflicts and destroy connections. (Sainio et al.,

2019; Swanson et al., 2013).

 Theory: Legal Basis:

Critical Disability Theory Republic Act No. 7277 an act

 
In-depth analysis of the structural and as-
yet incompletely understood psychic
underpinnings of oppression
 
(Burghardt 2011: 13)
Vygotsky’s Constructivist Theory
providing for the rehabilitation,
self-development and self-
reliance of disabled person.
Republic Act No. 11510 of 2020
also known as the Alternative
Learning System Act

This means that communication is an

important tool for behaviorHow social As
change. barriers
a and issues
result, society needs to communicate with students with
in school affect
learning so
adolescents with learning disabilities disabilities.
that they develop social skills

(Cadoret, 2008) 
Respondents:

Spedsters’ Club Students

Output:

Understand the mental health of a student with

disabilities.

Create a system that will assist in

accommodating all special needs.

Figure 1. Schematic Diagram of the Study

STATEMENT OF THE PROBLEM

The researchers of this study aimed to determine the effects of social barriers on

students with learning disabilities in the Spedsters’ Club at Holy Name University, S.Y.

2022-2023. Specifically, it sought to answer the following questions: 

1. What challenges affect the academic performance of learners with physical

disabilities in schools?

2. How well does the school address the issues to meet the needs of the students? 

3. What recommendations can be drawn based on the findings of the study?

Legal Basis

Section 1 of the Republic Act No. 7277

The 1992 Republic Act No. 7277 Section 1 of the Philippine Constitution also

known as The Magna Carta for Disabled Persons and for Other Purposes. This

legislation administers rights and privileges for disabled persons such as auxiliary aids

and services in every province, city, and municipality. People with special needs will

receive the same rights as any other people as well as their freedom to live

independently. Its mission is to ensure the rehabilitation, self-reliance, and self-

development necessary for disabled people to integrate into the mainstream of society;

therefore, they shall acquire competent skills and the potential to win opportunities.

This sector focuses primarily on the goal of creating programs and providing

accommodations while also putting an end to social, cultural, economic, environmental,

and attitudinal barriers. Moreover, its goal is to extend their services and benefits to

small communities as to aid every disabled person with the help of local and national

governments.

This article offers proof that bias, ableism, and prejudice lead people with disabilities

to get uneven support and opportunities. The rights of a disabled person must always

be seen as recognized civil liberties, not as government aid programs. They must be

acknowledged for their abilities in a variety of areas, including education, in addition to

their impairment.