PERSON WITH DISABILITIES 2

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METHOD

This academic study employed the qualitative research. According to several

prominent qualitative scholars (Creswell 2002, Pope and Mays 1996; Denzin and Lincoln,
1994) qualitative research is intended to deeply explore, understand and interpret social
phenomena within its natural setting. According to Wise (2001) a qualitative research is
conducted through the following stages. First is identifying a research problem, second is
reviewing the literature, third is specifying a purpose and research question, fourth is to
collect the data and analyzing the data, next is determining the quality of data and last is
reporting the research. This study will use qualitative research because the study focuses on
experience and life of those people with disabilities.

Specifically, this academic study used phenomenology research design. According to

Creswell (2007), a phenomenology study “describes the meaning for the several individuals
or their lived experience of concept or a phenomenon” (Page 57). In other words, it focuses
in the describing a phenomenon that all the participants have experienced. According to
Moustakas (1994) a phenomenological study typically follows a four step: First, bracketing is
the process of identifying, and keeping check, any preconceived beliefs, opinions or notions
about the phenomenon being researched. Second, intuition requires that the researcher
become totally immersed in the study and the phenomenon and that the researcher remains
open to the meaning of the phenomenon as described by those that experienced it. Third,
analysis is the process of analyzing data involves the researcher becoming full immersed into
the rich, descriptive data and using processes such as coding and categorizing to organize he
data. Fourth, description is the process to describe and define the phenomenon and
communicate it to others. The study used phenomenology because it deals about a certain
unique experience that only Person with Disabilities experience.

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The participants in this academic study are composed of five high school students of
SPED section in Pampanga High School from City of San Fernando, Pampanga. These
participants are two females and three males student. This academic study used purposive
sampling technique with the following criteria. First, the participants must have disability
(they must have long-term physical, mental, intellectual or sensory impairments which
in interaction). Second, they must be sixteen to eighteen years old.

This study used a semi-structured, open ended interview guide to be further specific
on information that helps to gather data. The instrument was originally made by the
researcher through questions that are based on the objectives of this research. For the
validation of this study instrument, it was validated by the research teacher and three more
expert validators in the study including the following: the first validator was Mr. Ma. Joseph
Patrick Enriquez a graduate of Bachelor of Arts in Philosophy in Mother of Good Counsel
Seminary. The second was Ms. Jeddalyn M. Musni, Master Teacher I in English Department
of Pampanga High School. The last was Ma’am Lucia Rivera, SPED Coordinator of Junior
High School SPED Department of Pampanga High School.

The data collection procedures started by sending of official letter to Ms. Fe

Rosalinda Caylao, the principal of the Pampanga High School. After assuring the acceptance
of the letter of permission from the head of the school, a letter of consent was provided for
the advisers to permit the students to participate in the study and to allow the researchers to
visit their classrooms during their vacant time. Also, since all of the students are minors,
another consent letter was provided to ask for parents' permission in the participation of their
children in the said study. Students who are willing to participate will receive a respondent’s
consent for their approval. Students were also asked about their vacant time wherein they are
free to be interviewed in order to conduct an appointment. They were interviewed one by one
inside their classroom by the researchers and they were asked through face to face interview.

On ethical considerations, the study assured that the respondents voluntarily

participated in the study. The protection of the privacy of the participants has to be ensured.
Any type of communication in relation to the research should be done with honesty and
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transparency. Any type of misleading information, as well as misrepresentation of primary
data findings in a biased way must be avoided. Privacy and anonymity of the respondents is
of a paramount importance. Respect for the dignity of research participants should be
prioritized.

In this study, the mentioned ethical considerations were sustained. The researchers
assured that there was personal and parental consent since the participants are all minors.

Data gathered was analyzed through coding, categorizing and thematic analysis.
According to (Gibbs 2007) the coding is a process of identifying a passage in the text or
other data items, searching and identifying concepts and finding relations between them.
Categorizing is the process of grouping the statements with same code. It is important to
serve a basis for presenting the findings and results of the study. To make sense of seemingly
unrelated material thematic analysis can be used. It is used to analyze qualitative information
and to systematically gain knowledge and empathy about a person, an interaction, a group, a
situation, an organization or a culture. According to (Boyatzis 1998) the information from
semi-structured interviews has been transcribed. Key quotes have been highlighted, coded
and sorted into themes.

FINDINGS

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This section of the research shows you the results that the study found in relation to
both research questions and existing knowledge following the sequence of the research ob-
jectives: (1) determine the live experience; (2) determine their stories; (3) and to determine
the challenges of the participants – Person with Disabilities.

The gathered data are presented in this section according to the sequence of the ques-
tions asked.

Qualifications of being Persons with Disabilities

The five participants of this study have different answers to be qualified as a member
of Persons with Disabilities. Two participants said that deaf is a qualifications of being Per-
sons with Disabilities (SRa1), (SRb1), blind is a factor that a person is disabled (SRc1) and
aged persons (SRd1), (SRe1). The transcripts are presented below.

“When he/she is deaf” – SRa1, SRb1

“When he/she is blind” – SRc1
“I think those persons who are aged.” – SRd1
“The persons that ranges to the age of 80+.” – SRe1

The abundance of policies

Five of the participants, SRa2, SRb2, SRc2, SRd2 and SRe2, said that there are pol-
icy that protects them like anti-bullying. The transcripts are presented below.

“Yes.” – Sra2
“Yes there is.” – SRb2
“It is under control” – SRc2
“Yes there are policies like anti-bullying” – SRd2

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“Yes in our school there is anti-bullying policy to
protect the students from bullying.” – SRe2

The experience of a member of Persons with Disabilities (Family and School)

Five of the participants stated that they are accepted in their family these are SRa4,
SRb4, SRc4, SRd4, SRe4. Four of participants said that they are not accepted in school
(SRa4, SRb4, SRc4, SRd4), others said that he/she is accepted in school (SRe4). The partici-
pants also experience bullying and insulting in the school (SRe5, SRd6). The transcripts are
presented below.

“In family, they accept me. But in school, not

accepted.” – SRa4
“I am accepted from my family but in school, I don’t
know.” – SRb4
“In family, I am accepted but in school I’m not
accepted.” – SRc4
“My family accepted me, but in school I think I’m not
accepted.” – SRd4
“My family accepted me with all of their hearts. In
school I am accepted too but I hear a little bit insult from the
students.” – SRe4
“At the canteen, I was buying my lunch and other
students bullied me and insult me. They use our sign language
to mock up me and the difficulty in going to school too and I
feel nothing to them." – SRe5

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“The difficulty in going to school because of insults
came from the other students and other students treat me like
I’m nothing to them.” – SRd6

The challenges that a student with disabilities encounter

Two participants, SRa6 and Srb6 said that they feel depression. Three of them said
that they are having difficulty in going to school (SRa6, SRb6 and SRe5) and five of them
feels that they are just nothing or unworthy (SRa6, SRb6, SRc6, SRd6 and SRe5). The tran-
scripts are presented below.

“They insult me, but it’s okay because I’m not the one
who will be punish. I feel depression when I hear they insult,
hardness in getting to school and the feeling of unworthy.” –
SRa6
“I am having difficulties in going to school because of
fear, sometimes I get depressed. But as time goes by, I’m used
to it and the feeling that I am useless.” – SRb6
“At the canteen, I was buying my lunch and other
students bullied me and insult me. They use our sign language
to mock up me and the difficulty in going to school too and I
feel nothing to them.” – SRe5
“I feel unworthy for myself, because of the insults that I
always hear and I feel useless in the school.” – SRc6
“The difficulty in going to school because of insults
came from the other students and other students treat me like
I’m nothing to them. ” – SRd6
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DISCUSSION

Physical Disabilities top the list of themes that were categorized from the key points
provided by the participants. Visual impairment, hearing loss, orthopedic disability, these
are some of the considerations of Persons with Disabilities. Rostrata (2017) said that there
are seven categories that classify you as a Person with Disabilities, being blind, deaf, ortho-
pedic disability, mental disability, learning disability, psychosocial disability and chronic ill-
ness. It can assumed that not only in physical disabled may you considered as Persons with
Disabilities. This concludes that if you have one of the mentioned above, you may be consid-
ered as a member of Person with Disability. This study recommends that the person that will
considered as a member of Person with Disabilities are the mentioned above.

Another type of theme, AGREED. Persons with Disabilities are equal to Persons
with Abilities. Taguiwalo (2016) said that the law is reflective of the rights of PWDs to be
recognized and upheld as a means to promote equality. It can assumed that people who have
disabilities deserve equality. From this discussion, it can therefore conclude that, in majority,
people who are disabled must be respected in all area. This study recommends that people
must have equality in all aspect, we must be sensitive for the sake of others.

Implemented properly, another type of theme that were provided for the participants.
Laws were made to protect those who are in need, it must be implemented properly.
This is supported by the study of Angara (2018) that the law must be enough and must be fol-
lowed by the society. It can assumed that laws are laws and must be follow, no one is ex-
empted for those protection of people who don’t have voice. From this discussion, it can
therefore be concluded that laws are very important in society because it protects someone or
something. This study recommends that we must be sensitive about our action because it can
affect people who surround us.

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Another theme is Recognition and Other factors. You can go everywhere you are
welcome but there are some places that you can go but not always welcome. Carlson, La-
hey, Neeper (1984) Positive and negative sociometric nominations were used with second
and fifth-grade children to select 26 socially accepted, 32 rejected, and 28 neglected chil -
dren. Rejected children were evaluate as being aggressive and irritable. Neglected children
were only brag about physical prowess while the sociometric appears to be related on their
negative attitude. It can be assumed therefore that, people have different perspective about
other person. From this discussion, it can therefore concluded that you are not the reason of
being rejected, it’s their way of seeing you as a person. This study recommends that do not
expect that you are accepted everywhere, whether you are or not, always be mindful to con-
sider every perspective of others.

Another theme is Psychological considerations themes that were categorized from the
key points provided by the participants. People who tend to have disabilities may
experience depression, low self-esteem, mental issues and difficulty outside their
comfort zone. This is supported by the study of Meier (2009), he states that in the face of
challenging life circumstances, individuals with low self-esteem are prone to depression
because they lack sufficient coping resources, whereas those with high self-esteem are able to
cope effectively and consequently avoid spiraling downward into depression. It means that
there is a higher possibility that a people who have low self-esteem will get depressed
because he lacks resources that can relieve him/her. From this discussion, it can therefore be
concluded that people without “leaning friends” that cheer them up will get tend to be more
sensitive about their self and more get into depression. This study recommends that you
should know yourself and first trust yourself before others so that you will learn to trust
others also.

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