INQUIRIES, INVESTIGATION AND IMMERSION

Module 1: Do Activity 1.1 Conceptualized Idea p.6

1. Mind Mapping
Possible Topic: Gas Strand; The Hardest Strand Among All Strands
Possible Solution:
• GAS has class.
• You can select a good mix of subjects.
• GAS students are like boy and girl scouts.
• Being a General Academic student is that you'll be able to know and explore new things like what other
tracks cannot.
• General Academic Strand helps us to decide what to go to college and also general academics is a big
help to improve our speaking skills and communicating skills.

2. MNEMONIC IDEAS
Gas Strand; The Hardest Strand Among All Strands
Description of Realization
1. Students who will take General Academic Strand will have a bit problem catching up with the lessons
because the other student who gets to pick the specific track will get more information in the course that
they will take in college.
2. General Academic Strand (GAS) is the hardest among STEM, ABM, TVL and HUMSS because it
takes more than 30 subjects.
3. The time length of module before its due date is not stable for those students who has mental health
problems due to depression, anxiety and etc.
4. 1-week due date is not enough if the modules are too much.
5. In the GAS STRAND not all students with PWD able to join the said activities that requires strength,
oral communication, flexibility and endurance.
3. SHOUT OUT IDEAS

HEALTH ISSUES
FAMILY
FINANCIAL ISSUES
FRIENDS
CAREER ISSUES

Module 2: Based on the Schematic Diagram on p. 9, formulate a conceptual framework and

research problem

Respondents' demographic
profiles in terms of:
• Name
• Age
• Gender Health and Wellness
• Parent’s Occupation for PWD Recipients

• Monthly Income of Parents

• Health Status
• Congenital/Inborn or Not
• Interactive Method
 The Comprehensive Program for Persons with Disabilities (CPPD) intends to provide services to
all types of PWDs aged 0 to 59 who are members of PWD Self-Help Groups. The initiative focuses on the
prevention, rehabilitation, and equality of opportunities for people with disabilities.
Lastly, the government assistance for PWD. The bill aims to offer PWDs with targeted financial
assistance in the form of "emergency disability health grants" to help pay disability-related costs incurred
as a result of the Covid-19 outbreak and in the new normal. The PHP750 grant will be distributed as a one-
time payment each year. The cash transfer mechanism will be used to distribute the grant.
PWDs and senior citizens are expected to receive the last tranche of their financial assistance this
year amounting to P3,000 each for the months of October, November, and December. For PWDs, those
who are fully vaccinated will receive their financial assistance on December.

Mandatory PhilHealth Coverage. All persons with disability (PWDs) shall be automatically
covered under the National Health Insurance Program (NHIP) of the Philippines Insurance Corporation
(PhilHealth).
Module 3: Formulate a review of related literature based from schematic diagram on Module 2, p.
9.
The body of literature on the life of persons with disability in the Philippines is very limited. For
one, the area of disability as a research subject suffers from huge data constraints In fact, the most recent
government estimate of PWD in the Philippines was that from 2000 Cencus of Population and Housing
conducted by the National Statistics Authority Office putting the number of PWD at 1.2 percent of the
national population (or 942,000). The key household surveys conducted by the NSO also do not include
variables on disability. PWD organizations in fact face difficulty in their advocacy efforts and clamor for
government assistance because of lack of concrete data on the situations of PWDs in the country.
Some works have identified issues concerning the disabled within the context of poverty reduction.
Using the same dataset as the one used in this paper, Mori, Reyes and Yamagata (2009) estimated the
returns to schooling of persons with disability in urban Philippines. They found out that returns to education
for women PWDs are significantly lower than those for the men.
Lamoureux, Hassell and Keeffe (2004) meanwhile studied the determinants of participation in
activities in daily living by people with impaired vision. The studies found out that both physical and mental
health significantly explain variation in participation Therefore. Interventions aimed at improving the lives
of the visually impaired may include approaches to improve not just in terms of vision-related rehabilitation
but also mental and physical health. The study by Heckman and Smith (2003), although doesn’t concern
persons with disability, examined the determinants of participation in a social program by decomposing
participation into eligibility, awareness, application, acceptance and enrolment. The results shows that
personal choices significantly influence participation while awareness of being eligible in the program is a
major source of disparity in participation.
One key factor that influences participation and the general outlook of PWDs in general is societal
attitude. Enns (n.d.) noted that societal attitudes reinforce passivity and dependence among disabled people.
Those attitudes are classified into medical and religious. The medical model views that PWD are sick
patients to need to spend the rest of their lives getting well. This attitude treats the PWD as a child relieving
him/her of many adult responsibilities. Therefore, full participation in many activities is either denied or
discouraged on the so-called patients. The religious model meanwhile views PWD as people who
committed sin in the past. Sometimes, the disability seen as caused by a sin committed by the family. Thus,
the PWD are expected to beg and helping the beggar is believed as an act to avoid punishment in the
afterlife. These attitudes limit the PWD in participating fully in the mainstream society.
In many cases, because of the limiting societal attitudes and other environmental factors such as
inadequate facilities and infrastructure to cater to the needs of PWD, a disabled person chooses to shut
himself out from the mainstream society. This paper looks into these more in more details with emphasis
on the conditions of the urban PWD. The main objective is to examine factors that prevent the PWD from
fully benefiting from the programs/privileges intended for them. The goal is to determine where the
potential gaps are and to recommend possible courses of actions. In addition, because participation is
conditional on awareness and eligibility, this paper also aims to examine various factors that are associated
with this.
Module 4: Present research methodology
To conduct a survey of PWDs' requirements and services; to identify the elements that influence
the realization and probable fulfilment of their needs and wishes; and to provide recommendations to
relevant government departments for possible PWD improvement. This research employed both qualitative
and quantitative approaches. This study included 109 people with physical disabilities, 119 of whom lived
in rural areas and 60 of whom lived in cities. A questionnaire was used to obtain the data. A semi-structured
interview with ten PWDs was placed. In a rural area and an urban location, two focus group talks were
held. These two group conversations had a total of 24 PWDs.
Last, the predominance of impairment-related studies has emerged from a largely quantitative
approach to disability research, whereas the social components of disability have been overlooked and
understudied. The emergence of the social and rights model has presented a long-deserved challenge to the
individual/medical model of disability, as well as reflecting the hitherto disregarded social construct of
disability. The International Classification of Functioning and Disability (ICF) clarifies the distinction
between impairment and disability (defined as a deviation from the normal functional or structural integrity
of a tissue, organ, or body component). Impairments, activity limits, and participation restrictions all fall
under the umbrella term "disability." The end or result of a complex link between an individual's health
condition, personal factors, and environmental elements that represent the circumstances in which the
individual lives is defined as a disability. Because of this complicated link, different surroundings might
have drastically different effects on the same person with the same health problem. The role of participation
has also been articulated by the ICF as involvement in a living circumstance. This gives a framework for
combining medical, social, and rights paradigms to create a comprehensive/holistic understanding of
disability. To improve disability services and research, it is necessary to accept this "universal model" and
abandon the language of adherence to a single paradigm. Surprisingly, the quantitative and qualitative
approaches to study have a lot in common. The medical paradigm has traditionally been associated with a
quantitative approach, and as a result, it fails to be meaningful when applied to circumstances involving
people's complex and dynamic perceptions. These are better stated qualitatively, but a whole picture
requires both study approaches, just as a complete knowledge of disability requires all models. Researchers
must use qualitative methods to acquire culture-specific data, and researchers must act on the understanding
that the intricacies of human behavior, as well as the dynamic and cultural nature of such behavior, may be
beyond the purview of quantitative methods. Being culturally aware protects the ethical difficulties
surrounding validity and allows community members to control the research so that it reflects their beliefs
and needs, rather than the researcher's. The researcher may have a different goal in mind, such as promotion,
or a narrow interest in a specialized and sometimes irrelevant subject.
Written Task
What I Know (Page 2-3)
1. A
2. C
3. B
4. A
5. C
6. A
7. B
8. A
9. B
10. B
11. C
12. C
13. A
14. B
15. C
What I Can Do (Page 9)
A Decide for design
B Describe the design
C Specific type of design
D Describe
Assessment (Page 9-10)
1. A
2. A
3. A
4. C
5. A
6. A
7. D
8. C
9. D
10. D
11. A
12. B
13. B
14. C
15. C