RESILIENCY OF PERSONS WITH

DISABILITY STUDYING AT
PALAWAN STATE UNIVERSITY
ORIA, TELESTY G.
REGODOS, JULIUS IAN CYRUS G.
BS NURSING
4TH YEAR
ABSTRACT
 ABSTRACT

This study documented the day to

day experiences of college students
with disabilities studying at Palawan
State University focusing on their stru
ggles and ways of coping or overcom
ing those challenges which made the
m a resilient individual.
 ABSTRACT

The researchers used the descripti

ve-qualitative technique in collecting t
he data needed for the study. A quest
ionnaire for structured interview via o
nline mode was developed.
 ABSTRACT
The researchers found out that mo
st of the struggles the participants fac
e every day includes: difficulty in walk
ing going to their respective colleges,
having hard time in subjects that requ
ire physical coordination, some incon
siderate professor, bullying, and poor
self-esteem.
 ABSTRACT
Over time, they learned and adapted to
these struggles by accepting their situatio
ns, appreciating the support their loved on
es, and ignoring the negative looks they g
et from people. Instead, they tried to make
every negative encounter as an inspiration
to study harder in order to fulfill their drea
ms, and most of all, trusting God’s great pl
an in their lives despite of the disabilities t
hey had.
 ABSTRACT
With the above findings, further resea
rch about resiliency of PWD students is
recommended considering other variabl
es such as: inclusion of other PWD part
icipants who doesn’t have orthopaedic
disabilities. It is likewise recommended
that the schools develop timely and app
ropriate strategies to cater the interest a
nd safety needs of the PWD students.
PART 1: INTRODUCTION
 INTRODUCTION
A disability refers to “an umbrella term coveri
ng impairments, activity limitations, and participa
tion restrictions” according to International Class
ification of Functioning, Disability and Health (W
HO, 2011). The UN Convention on the Rights of
Persons with Disabilities defined persons with di
sabilities as “those who have long-term physical,
mental, intellectual or sensory impairments whic
h in interaction with numerous barriers may prev
ent their full and actual participation in the social
order on an equal basis with others” (DOH, 201
4).
 INTRODUCTION (cont.)
About 15% of the world’s population or o
ver 1 billion people considered living with s
ome form of disability. Approximately 110 t
o 190 or 2.2% to 3.8% millions of people o
ver 15 years of age had significant proble
ms in functioning. Additionally, aging popul
ations and increasing chronic health condit
ions was found to have a part in a growing
number of a disabled person (WHO, 2012)
.
 INTRODUCTION (cont.)
• In the Philippines, out of 92.1 million household popul
ation results showed that 1.443 million Filipinos or 1.5
7% have a disability. Out of 17 regions.
• Region IV-A with 193 thousand PWDs was recorded t
o have the highest number while Cordillera Administra
tive Region (CAR) with 26 thousand counts had the lo
west number. Males (50.9%) had a greater number th
an females (49.1%) with disabilities (NSO, 2013).
• This data described many disabled Filipino people gri
eving each day for the view of living normally without t
he risk of being separated from the so-called normal s
ociety.
 STATEMENT OF THE PROBLEM
This study aimed to document the resilience of Palaw
an State University students with orthopaedic disabilit
y.

This specifically sought answers to the following:

1. What does disability mean to them?

2. What are the biggest challenge experienced by
a PWD student?
3. How did the challenges they face or encounter a
ffect their studies?
 STATEMENT OF THE PROBLEM
This study aimed to document the resilience of Palawa
n State University students with orthopaedic disability.

This specifically sought answers to the following:

4. What school challenges have they overcome?

5. How did the following factors affect their way of faci
ng challenges;
1. age,
2. gender,
3. religion, and
4. ethnicity?
 STATEMENT OF THE PROBLEM
This study aimed to document the resilience of Palaw
an State University students with orthopaedic disabilit
y.

This specifically sought answers to the following:

6. In general, how did they adapt/cope with their cu

rrent condition?
 SIGNIFICANCE OF THE STUDY
This study is deemed useful to the following:

• To
Palawan State University. To assist students with
orthopaedic disabilities and professionals working with
them to cope with disability. For the institution to devel
op an appropriate strategy or plan to boost resiliency a
mong students.

• Tothe College of Nursing and Health Sciences. Thi

s will be a valuable source of information to profession
als of the College of Nursing and Health Sciences spe
cifically in developing teaching strategies tailored-fit to
PWD.
 SIGNIFICANCE OF THE STUDY
This study is deemed useful to the following:

• OtherPWD students. This will shed light to PWD’s challe

nges encountered at school which may enable them to ide
ntify where they are vulnerable, what they can do about it a
nd/or how to cope with those challenges which will ultimate
ly result to empowerment and resiliency.

• Readers. This is a valuable source of information especiall

y regarding the challenges each student with orthopaedic d
isability experiences and their coping mechanism applied.
Awareness may lead to tolerance and consideration of PW
D students’ situation. The resiliency of the PWD students
may also serve as an inspiration.
 SIGNIFICANCE OF THE STUDY
This study is deemed useful to the following:

• Researchers. This will serve as a secondary dat

a or guide especially if they are going to conduct
parallel studies. It will give them a background or
overview about the resiliency of students with ort
hopaedic disability.
 SCOPE AND DELIMITATION
This research aimed to evaluate the resiliency of
Palawan State University (PSU) students with physic
al disabilities. Persons included in the study are thos
e with Orthopaedic disability and were officially enroll
ed during SY 2020-2021, regardless of year level and
course including those who are from the main campu
s and College of Community Resources Developmen
t (CCRD) San Rafael and Roxas.
PART 2: RESEARCH DESIGN AND MET
HODOLOGY
 RESEARCH DESIGN
Phenomenology was used in this qualitative study.
Considering the participants experiences about the p
henomenon of resiliency was the essence of this stud
y. Extensive online interviews to a selected number of
participants were done to shed light to the questions
at hand. Purposive sampling was used in this researc
h. The researchers focused on individuals categorize
d with Physical Disability, under Orthopaedic type.
 METHODOLOGY
The study was conducted at Palawan State Unive
rsity main campus and North Campuses. The researc
hers secured a letter of contract with their adviser foll
owed by another letter of permission from the Colleg
e Dean allowing them to conduct interviews to the stu
dents with disabilities at different Colleges.
 METHODOLOGY
After which, they requested permission from th
e Office of the Student Affairs, asking for the list o
f students with PWD. From the list, the researche
rs contacted possible respondents via email and
messenger to seek their consent. The letter outlin
ed the purpose of the study and assured them of
confidentiality. Out of seventeen (17) possible sa
mple, ten (10) PWD students responded. Guide q
uestions were then sent via online platform. Resp
onses were sent back to the researchers which th
ey subjected to tabulation and data treatment.
 METHODOLOGY

The researchers developed a self-made questi

onnaire aimed to address the statement of the pr
oblem. It was written in English with Filipino transl
ation. The questionnaire was subjected to pilot te
sting to eliminate ambiguous statements and to te
st its validity. Revisions were made thereafter bef
ore the actual data gathering procedure.
 PART 3:RESULTS AND DISCUSSIONS

The participants were students of Palawan

State from different campuses who willingly p
rovided data and information needed for this r
esearch. In adherence to Inter-Agency Task F
orce (IATF) protocol which restricts face to fa
ce interactions due to the COVID-19 pandemi
c, the planned face to face interview was cha
nged in favour of online platforms (email or m
essenger). Data was analyzed using thematic
system. It revolved in six emerging themes a
nd twelve sub-themes.
 PART 3:RESULTS AND DISCUSSIONS

The six emerging themes are:

• The meaning of disability to them

• The biggest challenges experienced by a PWD stu
dent, the effect of these challenges to their studies
• The school challenges they overcome
• The effect of four factors (age, gender, religion and
ethnicity) to their way of facing challenges and lastl
y
• The way they adapt/cope to their current condition.
RESULTS AND DISCUSSION
• Participant #1 A female 3rd year student, 21 years o
ld, from the College of Hospitality and Tourism Man
agement (BS Tourism Management)
• Participant #2 A male 4th year student, 29 years ol
d, from the College of Sciences (BS Com. Sci.)
• Participant #3 A female 2nd year student, 19 years
old, from the College of Nursing and Health Science
s (BSN)
• Participant #4 A female 3rd year student, 20 years o
ld, from the College of Teachers Education (BEEd)
• Participant #5 A male 3rd year student, 20 years ol
d, from the College of Teachers Education (BEEd)
RESULTS AND DISCUSSION
• Participant #6 A male 3rd year student 23 years ol
d, from the College of Sciences (BS IT)
• Participant #7 A male 4th year student, 22 years o
ld, from the College of Sciences (BS IT)
• Participant #8 A male 2nd year student, 22 years
old, from the College of Business and Accountanc
y (BSBA HRDM)
• Participant #9 A female 2nd year student, 22 year
s old, from the College of Business and Accounta
ncy (BSBA HRDM)
• Participant #10 A female 4th year student, 22 year
s old, from the College of Business and Accounta
ncy (BSBA HRDM)
 RESULTS AND DISCUSSION
Theme 1: The meaning of disability to the participant

Disability has many meanings and interpretations. It de

pends on the person who has and is experiencing it. How h
e/she sees and live on it will make him/her conclude what it
means. Majority of the participants stated “Disability for me
means someone who is lacking physically, having a limit in
doing one’s tasks”. According to the UN Convention on the
Rights of Persons with Disabilities, persons with disabilities
are “those who have long-term physical, mental, intellectual
or sensory impairments which in interaction with numerous
barriers may prevent their full and actual participation in the
social order on an equal basis with others” (DOH, 2014).
RESULTS AND DISCUSSION
Theme 1: The meaning of disability to the participa
nt

Others simply stated that it is a challenge for a person

to get up and work hard,

“Ang kapansanan ay isang hamon sa isang tao na bu

mangon sa sarili at sumikap”.

This statement emphasizes the sixth core components

of being resilient which is the challenge orientation wh
erein a person recognizes stretching circumstances as
a challenge and an opportunity to learn and improve
(Assessment and Development Consultants, 2017).
 RESULTS AND DISCUSSION
Theme 2: The biggest challenge experience
d by the PWD students

Participants stated that the day to day challe

nges they commonly faced were limitations in
moving, struggle in walking to school and not a
ble to participate in physical activities. Some al
so shared having struggles in communicating
or connecting to other people because of possi
ble judgment that they may receive from them
 RESULTS AND DISCUSSION
2.1 Problem as a student that was difficult t
o overcome

• To associate with those professors who are no

t very open-minded to students who had disab
ility was one of the agony of these students,

“Makisama sa mga professor na hindi masyad

ong bukas ang isipan sa tulad kong may kapan
sanan” -Respondent 7, 22 yo
 RESULTS AND DISCUSSION
2.1 Problem as a student that was difficult to overco
me

• Somestated that even if it’s hard to join in some activiti

es which require physical ability, they still need to perfo
rm since they were not excused,

“Bilang may kapansanan isa na rito ang mga requireme

nts/activities na kung saan ginagamitan ng katawan na
kung saan NO EXEMPTED wala akong magagawa kun
di gawin ito kahit pa mahirap para sa sitwasyon ko, pero
para sa marka at pangarap napagtagumpayan ko ito” -
Respondent 4, 20 yo
 RESULTS AND DISCUSSION
2.1 Problem as a student that was difficult to ove
rcome

• Others experienced emotional struggles such as

fear of the crowd and questioning own ability

“Magkaroon ng confidence habang nagsasalita sa ha

rap ng aking mga kapwa mag-aaral. At self-doubt na
kung saan sarili kong isipan ang battleship, madalas
pinagduduhan ko ang kakayahan at potential ko”.
 RESULTS AND DISCUSSION
2.1 Problem as a student that was difficult to o
vercome

• The worst of all, bullying

“Dahil na din sa mga nambu-bully sa school mas

yado kong nada-down sarili ko, feeling ko salot a
ko sa lipunan”.
RESULTS AND DISCUSSION
2.1 Problem as a student that was difficult to ove
rcome

According to Rutter (1979), school is one of the m

ost influential that makes the greatest of students’ re
silience. Schools are mainly appropriate for resilienc
e research because children under conditions of defi
ciency or social disadvantage trustily challenge the
attainment gap. (Condly, 2006). They may feel less
competent in academic, social and behavioural skill
s. However, despite the presence of barriers to learn
ing, students still show heights of success because t
hey were resilient (Masten, Best & Garmezy, 1990).
 RESULTS AND DISCUSSIONS
2.2 An unforgettable experience as a PWD stud
ent

• Experiences
such as being bullied, discriminated,
and being the laughing stock.

“Bully. Dahil muntik na akong magpakamatay”-Res

pondent 9, 20yo

“Sa totoo lang, parang musika nalang sa tenga ko

ang discrimination and bullying na nangyayari”-Re
spondent 5, 20 yo
 RESULTS AND DISCUSSIONS
2.2 An unforgettable experience as a PWD student

• “Nung lagi akong pinagtritripan ng mga mayayabang s

a school Bakit? Bakit kasi sa araw-araw ng ginawa ng
Diyos ako ang lagi nilang nakikita at napapagtripan nat
atawag akong pungkol,tol,means putol kamay,alimasa
g,at sinasabihan na hoy bakit mo kami pina **** you-ha
n. Bulag ba sila o sadyang sinasadya nila. Di ba nila n
akikita na may kapansanan ako o sadyang trip lang tal
aga nila akong pagtripan. Masakit para sakin pero tang
gap ko na kasi ito lang ako ito ang binigay sa akin ng
Diyos”-Respondent 10, 22 yo
•
 RESULTS AND DISCUSSIONS
2.2 An unforgettable experience as a PWD student

• Others accused of being a thief, and insulted because th

ey fell from a wheelchair.

“Ang laitin ako ng mga bata sa harap ng mga taong pina

pahalagahan ko at ang mapagbintangan akong nagnaka
w”- Respondent 5, 20 yo

“Noong nahulog ako sa wheelchair dahil sa isang akside

nte sa school. Dahil dito ko na nakita ang malasakit ng pr
ofessor ko at ng classmates ko, di nila ako pinabayaan h
anggang sa madala ako sa clinic” Respondent 7, 22yo
 RESULTS AND DISCUSSIONS
2.2 An unforgettable experience as a PWD stud
ent

“Nang magkaroon ako ng malalang sakit na kinaka

ilangan na akong huminto sa pag aaral ngunit hind
i ko hinayaang mangyari ito dahil pag-aaral ang ku
mu-kompleto sa buhay ko at natatakot ako na bak
a mangyari ulit ito at tuluyan na akong hindi makap
ag aral”- Respondent 4, 20 yo

These were the unforgettable experiences stated b

y the participants.
 RESULTS AND DISCUSSIONS
2.2 An unforgettable experience as a PWD s
tudent

Each one has a different reaction in facing tr

aumatic and stressful life events. Adjustments f
rom these major sources of stress or bouncing
back develops over time wherein an individual l
earn to cope in spite of weaknesses and incap
ability conveyed by different circumstances (As
sessment and Development Consultants, 201
7). Through this events, resiliency develops.
 RESULTS AND DISCUSSIONS
Theme 3: The challenges they face or encounter that af
fect their studies

A school setting pierces with situations that risk the stude

nts from different negative experiences. This risk may impe
de the normal environment that may put them to the vulner
able situations of stress resulting in any adverse events. St
udents with disabilities face different challenges every day
and it is directly or indirectly affects their studies. Alva (199
1) stated that despite stressful circumstances that could aff
ect performances in school, resilient students still able to p
erform well. Likewise, in spite of environmental difficulties, t
hose who are academic resilient students still has a great c
hance of success (Wang et al. (1994).
 RESULTS AND DISCUSSIONS
3.1 The positive impact of the challeng
es experienced to their studies

• Participants
stated that those challenges
they face or encountered boost their self-
confidence and they were able to know th
eir selves better

“Mas tumaas yong confidence ko at mas n

akikilala ko ang aking sarili”
 RESULTS AND DISCUSSIONS
3.1 The positive impact of the challenges experience
d to their studies

• Others stated that they aimed to change, gained mor

e confidence to accept self and continue to reach their d
ream and keep on fighting despite hardships

“Mas naghangad ako ng pagbabago sa sarili ko. Itinuon k

o ang oras ko sa mga bagay na lalayo sa akin sa comfort
zone na kinatatakutan ko. Mas nagkaroon ako ng lakas n
g loob na magtiwala at tanggapin ang sarili. Higit sa lahat
mas pinangarap ko na magpatuloy sa pag-aaral at tupari
n ito anumang pagsubok. Mananatiling lumalaban kahit n
ahihirapan”
 RESULTS AND DISCUSSIONS
3.1 The positive impact of the challenge
s experienced to their studies

• Othersview the challenges experienced a

s weapon to keep on being strong and to fi
nish studies,

“Naging matatag sa hamon ng buhay at an

g lahat ng naranasan ko ay naging sandata
ko para makapag tapos sa aking pagaaral”
 RESULTS AND DISCUSSIONS
3.2 The negative effects of the challenges on their studi
es

• One participant find it hard to beat the deadline of subm

itting requirements

“Ang hirap minsan maghabol at magpasa ng requirements”

• Others stated that they were afraid to fail again becaus

e of the trials that could hinder in reaching their dream

“Natatakot akong mabigo na naman sa kung ano yung gusto

kong marating sa buhay sa dami ng mga pagsubok na maa
aring maging hadlang para sa pangarap ko”
 RESULTS AND DISCUSSIONS
3.2 The negative effects of the challeng
es on their studies

• And
the other one shared about being lat
e sometimes due to difficulty in moving be
cause of foot blisters.

“Minsan hirap magkilos lalo pag may palto

s kaya minsan hindi na ako pumapasok pa
g late na”.
 RESULTS AND DISCUSSIONS
Theme 4: School challenges they overcome

According to Rutter (1979), school is one of the most

influential that makes the greatest of students’ resilienc
e. Schools are mainly appropriate for resilience researc
h because children under conditions of deficiency or so
cial disadvantage trustily challenge the attainment gap.
With their current condition studying at a university can
be challenging for the participants, this can be unfavour
able if the participants are unable to cope with the stres
sors it presents, on the flip side of the coin this can be a
n opportunity for them to shape and attain resiliency.
 RESULTS AND DISCUSSIONS
4.1 School activities that are difficult for them

• Mostresponses are lined with physical activities in which th

ey are limited/unable to participate

“Nahihirapan ako kapag may pasayaw o kanta at celebration

s na against sa aking religion. Madali naman ito kung napap
akiusapan ang professor”.

• Inaddition, activities which needed long and distance travel

s are also considered difficult technically for them

“Kapag may mga group activities sa labas ng classroom na

hindi ako makakapunta dahil sa hirap ng daang tatahakin”.
 RESULTS AND DISCUSSIONS
4.2 Ways of overcoming it

• Mostof the participants ask for exclusions that

require tense physical activities and seek aler
natives

“Pinakikiusapan ko lang ang aking mga group

mates at professors na tutulong na lang ako sa
ibang aspeto ng activity. Naiintindihan naman n
ila ang kalagayan ko at agad silang pumapaya
g”.
 RESULTS AND DISCUSSIONS
4.2 Ways of overcoming it

• One participant focused on improving onself

“Tiwala sa Diyos at sa sariling kakayahan. Bum

angon sa mga pagkakamali, magkaroon ng self
-evaluation or reflection, magkaroon ng time pa
ra makamit ang nais na improvement. Higit sa l
ahat harapin ang lahat ng mga kinakatakutan, a
t manatiling matatag anumang hirap ang pagda
anan” (Respondent 5, 20 yo)
 RESULTS AND DISCUSSIONS
Theme 5: Factors that affect their way of facin
g challenges

During the interview, participants shared thoug

hts, feelings and systems that affects how they co
pe up with the adversities they face.
 RESULTS AND DISCUSSIONS

5.1 Age
• Most participants view that with growing age
an individual should be strong enough to overc
ome any hardships there is

“…I’m older enough to create something differ

ent and overcome these challenges”.
 RESULTS AND DISCUSSIONS

5.1 Age
•And in another statement, a participant stated that resilien
ce should grow with age

“Age doesn't matter. May pananaw ako sa buhay anoman

g mangyari laban lang po. Ganon ako ka positibo. ‘Wag pa
padala sa problema bagkos ay labanan ito at magpatuloy l
amang upang makamit ang inaasam”- Respondent 6, 23 y
/o.
 RESULTS AND DISCUSSIONS

5.1 Age
• One participant see their age as an advantage to
his/her classmates on thought process

“Oo, dahil ahead na yung mga naiisip kung plano at

opinyon minsan kaysa sa mga kaklase ko”- Respond
ent 2, 29 y/o.
 RESULTS AND DISCUSSIONS

5.1 Age
• For some participant age is corresponds to
maturity,

“Maybe, minsan naman pinapaalala ko sa sarili

ko na dapat itugma ko ang aking edad sa aking
mga desisyon sa buhay”.
 RESULTS AND DISCUSSIONS
5.1 Age

• Two participant stated that the hardships that one experiences gro
ws with age

“Opo, dahil nakikita ko na habang lumalaki ako mas lalong challengi

ng ang bawat hamon na dumarating sa buhay ko”- Respondent 4, 2
0 y/o

“Marahil oo, kasi habang tumataas/nadadagdagan ang edad ko unti-

unting lumalawak ang pang-unawa ko at tumataas ang level ng mat
urity sa mga bagay-bagay na kinakaharap ko”- Respondent 5, 20 y/
o.
 RESULTS AND DISCUSSIONS
5.1 Age

• One respondent stated that age is directly proportional on how a

n individual copes, adapt and face his/her adversities

“Para sa akin ay may bahagi ang edad ko sa kung paano ko harapin

ang aking mga hamon. Dahil noong bata pa ako ay natanong ko ang
Diyos kung bakit ako ganito. Pero habang ako'y nagkakaedad at nag
ma-mature ay na-reliazed ko na ang lahat ng nangyayari ay may dah
ilan”- Respondent 7, 22 y/o.
 RESULTS AND DISCUSSIONS

5.1 Age

• For some being able to do things satisfactorily as com

pared with the same age group is necessary

“Nagagawa ko naman lahat at naayon din sa aking edad

ang lahat ng hamon ko sa buhay. Kung anung ginagawa
ng iba nagagawa ko din kasi di naman ako mapili sa anu
mang dumating na hamon sa akin”.
 RESULTS AND DISCUSSIONS
5.2 Gender

• Female participants have support systems that they can rely on

when facing challenges

“Bilang babae nagiging madali ang mga hamon dahil sa mga tao rin
g tumutulong magtagumpay sa mga hamon na kinakaharap”. One s
ees her condition as a hindrance in doing her responsibilities “Bilan
g babae marami kang obligasyon na dapat gawin sa buhay ngunit p
aano mo magagawa yun kung ang lahat ng kilos mo ay may limitas
yon”- Respondent 1, 21 y/o.
 RESULTS AND DISCUSSIONS

5.2 Gender
• In another statement of a male participant, his curr
ent condition motivates him to have more faith and be
resilient

“Mas naging matagtag sa anumang mga problema na

dumarating, at prayer din”- Respondent 2, 29 y/o
 RESULTS AND DISCUSSIONS
5.2 Gender
• For others, this empowers and inspires them to bec
ome self-reliant and independent

“Well babae ako kaya ko ang ginagawa ng iba kasi sin

asabi nila na kapag babae at may kapansanan ako dik
o kaya ang lahat pero nagkakamali sila di nila alam na
kaya kong gawin lahat at di ko minaliit ang sarili ko ku
ng babae ako na may kapansanan”.
 RESULTS AND DISCUSSIONS
5.2 Gender

•For male participants their current condition pushes them further to overcome th
ese challenges and look towards positive outcomes.

“Bilang isang lalaki, mas nagkaroon ng factor na kailangan ko malampasan ang

mga hamon sa aking buhay kasi darating ang panahon na ako ang kailangan na
bumuhay sa future family na bubuuhin ko. Kaya, mas nagsumikap ako na magpa
tuoy hindi lamang sa sarili kong kapakanan subalit para sa pagkakaroon ng siguri
dad na maayos at masaganang pamumuhay na kakaharapin ko sa hinaharap”

“Kaugnayan ng kasarian ko? Simple lang naman maging positive thinking lang pa
rati”.
 RESULTS AND DISCUSSIONS

5.2 Gender

• Lastly, one stated that being a female and having this c

ondition does not play a role in facing challenges in life

“Para sa akin hindi nagiging hadlang ang aking kasarian

sa pagharap ng hamon sa aking buhay” –Respondent 3,
19 y/o.
 RESULTS AND DISCUSSIONS
5.3 Faith
• For most participants faith is a primary source of strengt
h and endurance, it is their source of inspiration

“Isa itong opportunity para maibahagi ang spiritual na buhay

ko. Honestly, faith talaga ang pinaka main source and streng
th ko kung bakit ang sarap at masaya magpatuloy sa buhay.
Ito ang bagay na hindi ko man nakikita subalit naniniwala ak
o na through God's power in my life; I can do all things throu
gh Christ who strengthens me. Mas madali nalang sa akin n
a magkaroon ng pag-ibig and enough reason para magpatul
oy. Kasi those pain and sufferings ang nagbibigay ng challe
nge sa buhay ko mapalad ako kasi nararanasan ko ito at ma
gsisilbing great testimony ko balang araw”.
 RESULTS AND DISCUSSIONS
5.3 Faith

• For most participants faith is a primary source of stre

ngth and endurance, it is their source of inspiration

“Magdadasal lang sa Diyos na gabayan at tulungan niya a

kong malampasan iyon. Pagkatapos ay taas noo kong ha
harapin iyon dahil kasama ko ang Diyos, ang aking pamily
a at mga kaibigan”.
 RESULTS AND DISCUSSIONS
5.3 Faith

• Faith seems to make things easier for them, using it a

s coping mechanism and protection from the Lord and it i
s important for them to be able to seek guidance and ans
wers to their questions.

“Malaking tulong sa akin ang aking pananampalataya par

a magpatuloy sa pag-aaral at nagbibigay lakas sa akin up
ang maging positibo at maging matiisin”- Respondent 3, 1
9 y/o
 RESULTS AND DISCUSSIONS
5.3 Faith

• Faith
seems to make things easier for them, using it as
coping mechanism and protection from the Lord and it
is important for them to be able to seek guidance and
answers to their questions.

“Sa tuwing nahihirapan ako, nagdadasal lang ako, neve

r akong nakalimot sa Panginoon “Lagi akong humihingi
ng signs sa Diyos. Humihingi ako ng mga kulay na may
mga kahulugan kung makakaya ko ba ito o malalampa
san ko ang lahat ng dumadating sakin”- Respondent 6,
23 y/o
 RESULTS AND DISCUSSIONS
5.3 Faith

• Faith
seems to make things easier for them, using it as coping
mechanism and protection from the Lord and it is important for t
hem to be able to seek guidance and answers to their questions
.

“Manalig sa Diyos at magdasal sa hirap ng buhay at sumamba s

a kanya upang tugunan niya ang hinaing ko”- Respondent 8, 22
y/o

“Nagiging positibo sa buhay, mag tiwala sa Diyos na lahat ng pro

blema at pagsubok na dumating sa buhay ay kayang lampasan
dahil kasama ko siya sa lahat ng laban”- Respondent 4, 20 y/o
 RESULTS AND DISCUSSIONS
5.4 Ethnicity

• Participantsof this study showed positive associations with eth

nicity. They view it as a support system in which they can freely
express themselves,

“Pagbibigay ng advice at pakikisalamuha na din”,

• they
find motivation and learn while interacting within their resp
ective groups,

“Nakakatulong ang aking ethnicity sa akin dahil ito'y nakakadag

dag kung paano ako mag-isip at ang pag-unawa ko sa mga bag
ay-bagay”, “They help me by encouraging me through their own
ways to keep me motivate.”
 RESULTS AND DISCUSSIONS
5.4 Ethnicity

• Others are inspired at the same time found a place wherein they can seek h
elp

“Isa rin sila sa mga nagpalakas ng loob ko at nagiging takbuhan kapag ako a
y inaapi o may problema”.

• Onestatement of the participant shows a sense of belongingness and cama

raderie producing a positive outcome, developing a sense of goal or purpos
e

“Sa pamamagitan ng parehong etnisidad na kinabibilangan ko at iisang wik

a't kultura na aming ginagalawan, natulungan ako na mag-udyok na tumingin
sa positibong aspeto; kung sila ay nagpapatuloy anong dahilan ko para tumi
gil at mawalan ng pag-asa? Kung sila ay masaya kahit nahihirapan, anong pi
nagkaiba ko sa etnisidad na kinabibilangan ko para hindi lumaban”? Respon
dent 6, 23 y/o
 RESULTS AND DISCUSSIONS
THEME 6: Adaptation/coping made with their curr
ent condition

According to Calista Roy and Andrews, the conce

pt of adaptation assumes that a person is an open sy
stem who responds to stimuli from both internal and
external aspects of the person (Roy & Andrews, 199
9). Most of the participants shared their experiences
and the changes they made when inflicted with their
current condition. With the stress of studying, their di
sability and disturbed body image, participants coped
well as evidenced.
 RESULTS AND DISCUSSIONS
6.1: Adjustments made because of condition.

“Discipline within yourself”.

• Participantstold us that it is imperative to have this virtue in ord

er to get through each day.

• Most
of them find themselves looking for opportunities to better
and prove themselves,

“Mas hinahangad ko na patunayan na kaya ko at gamitin ang ta

lino't kakayahan na ipinagkaloob ng Diyos. Dinisiplina ko ang ak
ing sa sarili, at hindi itinuring na kakaiba ang kalagayan ko sa h
arapan ng ibang tao”,
 RESULTS AND DISCUSSIONS
6.1: Adjustments made because of condition.

• Others
found faith as their source of strength to go through the ever
yday demands

“Iniisip ko na may bukas pa at may tiwala (ako) sa Diyos na gagabay

an nya ako sa anumang hamon na daranasin ko”.

• One
of our participants told us that having this condition changed h
ow she interact with other people

“Mas iniintindi ko ‘yong mga tao at sitwasyon at binubuksan ko ang a

king pag-iisip at pananaw”- Respondent 3, 19 y/o.

• Others
seek interpersonal relationship “Makisama at maging mabuti
ng tao para sa nasasakupan ko”.
 RESULTS AND DISCUSSIONS
6.1: Adjustments made because of condition.

• Someof the participants demonstrate self-teaching behavior

s which they learned from the events that led to their current
state

“Magkaroon ng limitasyon sa lahat bagay na ginagawa dahil

hindi lahat ay naaayon sa sarili”.

• One of them demonstrated acceptance and self-assurance

“Acceptance, loving my self is enough”- Respondent 9, 22 y/o

 RESULTS AND DISCUSSIONS
6.1: Adjustments made because of condition.

• Lastly, one of them saw his condition as a motiv

ation and strength to face adversities

“Nagdasal lang ako sa Diyos na sana ay bigyan nya

ako ng tibay ng loob para harapin ang mga hamon ko
sa buhay. Kaya malugod kong tinanggap ang aking k
apansanan, tinanggap ko ang aking weakness at gin
awang motivation ang aking strength. Think positive l
ang sa lahat ng bagay at hindi susuko sa lahat ng ha
mon sa buhay”- Respondent 7, 22 y/o.
 RESULTS AND DISCUSSIONS
6.1: Adjustments made because of condition.

These statements show that despite of their current s

ituation and the additional demand it brings, they are ab
le to go through their normal life, they demonstrate chall
enge oriented behavior, one of the core resilient compo
nent, and see this as an opportunity. Adjustment happe
ns when individuals react emphatically to natural chang
es, and it is the procedure and result of people and gat
herings who utilize cognizant mindfulness, self-reflectio
n, and decision to make human and ecological incorpor
ation (Roy & Andrews, 1999).
 RESULTS AND DISCUSSIONS
6.2: Difficulties experienced in the past that are easier n
ow.

• Coping with the limitations the condition presents was the m

ajor difficulty experienced in the past but were easier now.

“Maglakad”- Respondent 2, 29 y/o.

“Pagkakaroon ng walker/wheelchair na aking ginagamit na s

a pang araw-araw, dati sobrang hirap para sa akin dahil kun
g wala ang mga ito ay lahat ng kilos ko may kumplikado kum
para sa ngayon na meron na ako nito. Dahil napadali na ang
pagkilos ko na hindi na humihingi ng tulong sa iba”- Respond
ent 4, 20 y/o.
 RESULTS AND DISCUSSIONS
6.2: Difficulties experienced in the past that are easier n
ow.

• Coping with the limitations the condition presents was the m

ajor difficulty experienced in the past but were easier now.

“’Yong paglalakad. Ngaun chill na lang din kasi may scooter

ako saka kaya ko na din maglakad ng malayuan like hiking o
r biking. I love that”- Respondent 6, 23 y/o.

“Ang aking kahirapan dati ay ang di ako makagawa ng maay

os na gawain at ngayon ay maganda na at nakagagalaw na
ng husto”-Respondent 8, 22 y/o
 RESULTS AND DISCUSSIONS
6.2: Difficulties experienced in the past that are e
asier now.

• Keeping up with the time managed schedule

“As of the moment, mahirap mag balanse ng oras da

hil hindi lahat nagagawa ng madali kaya ang ginagaw
a ko iniisa- isa ko muna hanggang sa matapos ko lah
at ng requirements”- Respondent 1, 21 y/o.
 RESULTS AND DISCUSSIONS
6.2: Difficulties experienced in the past that are e
asier now.

• Participants find it hard before to do the technica

lities needed in school because of their state.

“Pag-iintindi sa English language, pagsulat ng sanay

say, pagbabasa, at pagtanggap sa sarili ko” –Respon
dent 5, 20 y/o.

“Pag aaral, pagiging independent”- Respondent 9, 22

y/o.
 RESULTS AND DISCUSSIONS
6.2: Difficulties experienced in the past that are easier
now.

• Socializing, discrimination and bullying.

“Dati nahihirapan ako makipag-socialize sa mga tao dahil s

a mahiyain ako pero ngayon na-overcome ko ng kunti ang
pagiging mahiyain”- Respondent 9, 22 y/o.

“Kakaunti na lang ang nagdidiscriminate at nanglalait sa tul

ad kong may kapansanan. Mas madali ko na rin na-e-expre
ss ang sarili ko, binibigyan na kami ng halaga sa lipunan”-
Respondent 7, 22 y/o.
 RESULTS AND DISCUSSIONS
6.2: Difficulties experienced in the past that are e
asier now.

• Socializing, discrimination and bullying.

“Pagbully at mga tuksuan at mga pasakit sa akin, ma

dali na para sakin kasi napagdaanan ko na at nakasa
nayan ko na din”- Respondent 10, 22 y/o.
 RESULTS AND DISCUSSIONS
Theme 6.3: Strategies developed to facilitate daily life as a stu
dent.

Because of limited movement and the impaired activity of daily liv

ing, individuals with Disability develop routines to adapt to the chan
ges that comes with it. “The concept of adaptation assumes that a
person is an open system who responds to stimuli from both intern
al and external aspects of the person” (Roy & Andrews, 1999).

In the University, these adaptations becomes more observable. S

tudents are pressured to create their routines in order to keep up wi
th the lectures and classes. To PWD Students this requires them to
exert more effort in their studies and time management skills.
•
 RESULTS AND DISCUSSIONS
Theme 6.3: Strategies developed to facilitate daily life as a st
udent.

• Most of our participants perform their activities in an organized a

nd systematic manner

“Gumising ng maaga, ihanda ang mga gamit para sa pagpasok s

a school. Maglilinis ng katawan ng walang tumutulong, sa pag uwi
ginagawa agad ang mga takdang aralin para hindi sayang ang or
as para mahaba ang oras sa pag papahinga”. Other says “Magka
roon ng plano kung paano mo gagawin yong mga gawain. Gumisi
ng ng maaga at maging optimistic sa lahat ng bagay. Laging i-eva
luate ang sarili kung ano pa ba ang dapat pag-igihan sa sarili”.

•
 RESULTS AND DISCUSSIONS
Theme 6.3: Strategies developed to facilitate daily life as a student
.

• Individuals
with disability confirms good support systems and coping s
trategies, some stated that faith and belief in God will help them with w
hat they are going though

“Manalig sa Diyos. Magpatuloy sa pagtupad ng pangarap. Pagtitiwala s

a sarili. Self-motivation. Enjoy while learning. Time management, patie
nce for my dreams self-evaluation and reflection” and “Manalig sa Diyo
s, makipagkapwa tao at maging madiskarte sa lahat, at maging desidid
o at maging mapanuri sa lahat ng hakbang na tinatahak sa buhay”.

These statements proves that the candidates recognize circumstanc

es as an opportunity to improve despite of the condition they are in.
PART 4: SUMMARY, CONCLUSIONS R
ESULTS AND RECOMMENDATIONS
 SUMMARY, CONCLUSIONS RESULTS
AND RECOMMENDATIONS
This study aimed to document the resilience of Pa
lawan State University students with disability. Based
on the participant’s accounts, the researchers found
out that the population of this group developed sever
al coping mechanisms and strategies to manage their
everyday routine.
 SUMMARY

Disability was defined by most of the participa

nts as an individual who is lacking physically, havi
ng a limit in doing one task which correlates to th
e WHO definition of having a long-term physical i
mpairment that prevents them from full and actual
 participation in the social basis with others (DO
H, 2014). While some stated that it was challengi
ng for them to stand up and work hard for their o
wn good.
 SUMMARY

As with the biggest challenges experienced by them, it

was mostly related to association with peers including prof
essors. The way these individuals treat or deal with these 
PWD students provides a great impact on how they face t
heir struggles. Most of them shared that they experienced
bullying, insults, and some inconsiderate professors in whi
ch they get accustomed to it. Benard (1997) stated that be
ing resilient was a gradual development as an individual w
as being exposed to problems and stresses. This exposur
e leads them to cultivate abilities, ways, and skills in order
to cope and overcome those adversities. This gradual exp
osure became their strength because it provides a positiv
e influence on their difficult situation
 SUMMARY

The best coping mechanisms mostly shared were

having faith in God, surrendering every trial and adve
rsity to Him. Along with that, self-belief or having self-
confidence is the most common theme from the man
y various responses made by the participants. Majorit
y of them developed strategy and coping that boosts
their confidence, making it possible to bear and overc
ome hardships.  Their self-belief and confidence mad
e them prove that they can do the same as with the o
ther people in facing problems and successfully boun
cing back despite their limitations, thus proves that th
ey were resilient
 CONCLUSION

Results of the study shows diverse reactions and

coping mechanisms of PWD Students studying at Pal
awan State University. Each participant demonstrated
characteristics falling to the eight-core components of
resilience namely, Self-belief, Optimism, Purposeful
Direction, Adaptability, Ingenuity, Challenge Orientati
on, Emotion Regulation and Support Seeking.
 CONCLUSION

Self-Belief

Most of the participants view adversities as they come as

an opportunity to prove to themselves that they can compete
and do activity of daily living with other individuals, specificall
y those without disability, without any external help. They see
requesting for help as a sign of dependence from others thus
hindering their development towards independence.

Majority of the participants demonstrated independence w

hile performing basic self-care to dealing with the challenges
the university presents. They move towards developing strat
egies and systems to organize themselves and make things
bearable for them.
 CONCLUSION

Optimism

Participants showed great affinity towards looking

at the good side of life. They were able to accept and
overcome what events that led to their current conditi
on. They tend to look support from their family, friend
s and individuals who share their experiences. They
present and volunteer themselves in exchange of the
tasks they cannot accomplish with their current condit
ion. They make time for prayers and believed that ev
erything has a purpose.
 CONCLUSION

Purposeful Direction

All participants have a systematic way of dealing

with the everyday tasks. Each has developed their o
wn unique routine from waking up to sleeping. They s
et goals for themselves, plan ahead of what has to be
done and they always look for opportunities to improv
e themselves. They set goals for each day, they mak
e time for themselves and find meaning in every chall
enge they face.
 CONCLUSION

Adaptability

It is the strength of these students. Considering their si

tuation and the trials they face every day, this component
of being resilient becomes their access to any untoward c
hanges happen. As a student, they learned to adapt in the
ir environment and the ways each people treat and face th
em. Experiencing so many alterations in their life, being a
daptable is one of their resource in dealing or facing it.
 CONCLUSION

Ingenuity

Students with disabilities ingenuity tested when be

ing exposed to the circumstances. Many different thin
gs used to be difficult for them but over time they hav
e overcome it. They have their own way of discoverin
g strategies and answer to their inflictions which turn
ed out to be their strength.
 CONCLUSION

Challenge orientation

It was one of the core components that was emph

asized most by the participants. They learned to beco
me flexible and accept their situation. The circumstan
ces they face served as their stepping stone to impro
ve and secure more ways to learn and become produ
ctive despite lacking in physical aspect.
 CONCLUSION

Emotion Regulation

It was the hardest part that was experien

ced by the participants. With their deficien
cies, it was hard for them to control their e
motion upon exposure to conflicts at first.
But with a day to day experiences, many a
ccepted the fact that they cannot change t
he way people see and treat them.
•
 CONCLUSION

Emotion Regulation

The adjustment must be from them

and not to those who negatively ackno
wledge their presence. Over time, the
y became successful in controlling the
ir emotion, adapt to different treatment
of people, and remains calm when str
essful events happen.
 CONCLUSION

Support Seeking

This secures a lot in the participants’ emotional as

pect. Their family, friends, classmates and even profe
ssor who knew them and treat them well provides gre
at encouragement to pursue and achieve their goal a
s a student.
•
 CONCLUSION

Therefore with the above findings, the researchers co

nclude that majority of the respondents derived their str
ength and become resilient through self-belief, prayers
and support seeking behaviors. Most of the participant
s, after the change, progressed towards independence.
They view disability as a challenge, not as a hindrance i
n their day to day activity. They constantly think of ways
on how to improve themselves and they do things witho
ut relying to other persons help or assistance anymore.
Praying or asking God’s guidance are common for the
m for it served as an outlet for their grievance and pain.
 CONCLUSION

Most of the participants continue to strive in their ever

yday lives because of the support they gained from thei
r family and friends. This continued support helped their
way through the adversities they met. They used this e
ncouragement to uplift themselves in times of doubt an
d when they find themselves different with others. This i
n return gave them a sense of accomplishment which g
reatly affect their self-esteem creating a positive feedba
ck resulting to a great perseverance to fulfill and achiev
e their dreams amidst travails and afflictions. They mad
e a way to bounce back and focus to their goal which m
ade them as a resilient persons.
 RECOMMENDATIONS

There is a great demand for students while studyi

ng in college. Students who are physically able, witho
ut disability still struggle to meet the university standa
rds. However, in comparison with students belonging
to the PWD group, the demand for these students re
quire them to exert more effort to meet these standar
ds.

Based on the results of this study, the following reco

mmendations were made:
 RECOMMENDATIONS
1. To the Palawan State University it will beneficial to:
1. Create inclusive curriculum wherein students with disability can ad
apt according to their pacing and their learning styles.
2. Enhance educators’ knowledge through trainings or seminars to e
mpower them in teaching students with disabilities in order to und
erstand them deeply.
3. Provide posters emphasizing the rights of PWD to create awarene
ss to avoid discrimination and bullying among students with disabi
lities.
 RECOMMENDATIONS
1. To the Palawan State University it will beneficial to:
4. Construct a pathway exclusive for students with orthopaedic dis
ability who uses canes, wheelchair, crutches or walker (refer to A
ppendix J)
5. Provide an accessible classroom building (no stairs) as well as th
e equipment such as tables and chairs (refer to Appendix K)
6. Construct a PWD friendly comfort room where doors, basin, and t
oilet are tailored-fit for them (refer to Appendix L)
 RECOMMENDATIONS
1. To the Palawan State University it will beneficial to:
7. Collaborate to government officials to assist students with disabilit
ies in their needs such as issuance of new walking devices, or bo
oks or any materials that could ease their everyday struggles in s
chool.
8. Organize a group exclusive for PWD students enabling them to int
eract and socialize with other students with the same situations an
d experiences. This will strengthen their social values and motivati
on.
 RECOMMENDATIONS
2. To the Colleges who has a PWD student:
1. Consider inclusion of PWD students in their extension efforts a
s well as in developing teaching strategies which will be tailore
d fit to their needs.
2. Create an accepting, friendly and safe learning environment to
protect them from bullying and other forms of discrimination.
 RECOMMENDATIONS
2. To the Colleges who has a PWD student:
3) Assign a counsellor wherein PWD students can freely voice o
ut there problems regarding to their professor, classmates, or
even discrimination and bullying. This will serve as their advo
cate related to their studies.
4) Conduct self enhancement programs which will involve PWDs.
Programs such as skill enhancement training and seminars.
 RECOMMENDATIONS

3. To future researchers, they may include other disabilities, oth

er variable not included in this study such as; inclusion of PW
D students from south campuses, consideration of emotional
and spiritual challenges faced by them. In-depth interview wit
h clarifications of ambiguous responses should be considered.
Questionnaires or data gathering tool may likewise be subject
ed to ethical review of the University ethics office. They may
likewise broaden the scope and population sample to arrive at
a more conclusive results.
 REFERENCES

Books
• Mackler, B. (1998). Nine lives. Luck, Resilience, and Gratitude. Psychology, 35(3-
4), 50- 52.
• Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and Development.
Development & Psychopathology, 2, 425-444.
• Masten, A. S. (2011). Resilience in children threatened by extreme adversity: Fr
ameworks for research, practice, and translational synergy. Development and P
sychopathology, 23(2), 493–506.
• Stoltz, Paul G. (1997) Adversity Quotient: Turning obstacles into opportunities. Ca
nada: John Willey and Sons, Inc.
• Stoltz, Paul G (2000) Adversity quotient at work: Make everyday challenge the ke
y to your success-putting principles of AQ into action. N.Y.: HarperCollins Publis
hing, Inc.
• White, B., Driver, S., & Warren, A. M. (2008). Considering resilience in the rehabi
litation of people with traumatic disabilities. Rehabilitation Psychology, 53(1), 9-17
.
• White, B., Driver, S., & Warren, A. M. (2010). Resilience and indicators of adjustm
ent from a spinal cord injury. Rehabilitation Psychology, 55(1), 23-32. DOI: 10.1
037/a0018451
 REFERENCES
Journal Article
•Alva S. A. (1991). Academic invulnerability among Mexican American students: the importance of protec
tive resources and appraisals. Hisp. J. Behav. Sci. 13, 18–34. 10.1177/07399863910131002
•Hendriani (2014), Resilience-building with disabled children and young people: A review and critique of th
e academic evidence base. DOI: 10.18357/ijcyfs.h arta.53 2014
•Hunter, A. J. (2007) Adolescent Resilience. The Journal of Nursing Scholarship
https://doi.org/10.1111/j.1547-5069.1999.tb00488.
•Kiani, Shirin (2008), Women with disabilities in the North West province of Cameroon: resilient and deser
ving of greater attention. https://doi.org/10.1080/09687590902879205
•Loyola, Katherine A., The Journey of Developing Resilience by Children and Adolescence: A Review of L
iterature (2014-2016), pages 4-5.
•Luthar, S S et al. “The construct of resilience: a critical evaluation and guidelines for future work.” Child
development vol. 71, 3 (2000): 543-62. doi: 10.1111/1467- 8624.00164
•Lazarus, R S and Folkman, S, (1984). Stress, Appraisal, and Coping. New York: Springer.
•Rutter M. Protective factors in children’s responses to stress and disadvantage. In: Kent MW, Rolf JE, e
ditors. Primary Prevention of Psychopathology Volume III: Social Competence in Children. Hanover, N
H: University Press of New England; 1979. pp. 49–74.
•Wang M. C., Haertel G. D., Walberg H. J. (1994). Educational resilience in inner cities, in Educational Re
silience in Inner-city America: Challenges and Prospects, eds Wang M. C., Gordon E. W. (Hillsdale, NJ: E
rlbaum ;), 45–72. 
•Waxman H. C., Gray J. P., Padron Y. N. (2003). Review of Research on Educational Resilience: Resear
ch Report. Washington, DC: Institute of Education Sciences. 
•Werner, E. E. (1995). Resilience in development. Current Directions in Psychological Science, 4(3), 81–8
5. https://doi.org/10.1111/1467-8721.ep10772327
 REFERENCES
Electronic Sources
• Aldwin, C. (2004, January 01) Culture Coping and Resilience to Stress Retrieved from https:// www.researchgat
e.net/publication/241639325_ Culture_Coping_Resilience_to_Stress
• Anne, E. (2017, May 18) The Resilience Questionnaire TM Retrieved from https://www.psionline.com/wpcontent/u
ploads/TheResilienceQuestionnaire_Exa mpleFeedbackReport.pdf
• Cicchino, N. (2015, September 30) How resilient are you? Retrieved from https://www.linkedin.com/pulse/how-res
ilient-you-nick-c-cicchino-edd-expected- 2016-mabc
• Condly, S. (2006, May 01) Resilience in Children: A Review of Literature with Implications for Education Retrie
ved from https://www.researchgate.net/publication/ 249696432_Resilience_in_Children_A_Review_of_L
iterature_With_Implications _for_Education
• Esquivel, G., Doll, B., Oades-Sese V., (2011, June 15) Introduction to the special issue: Resilience in schools Ret
rieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.20585
• Kruger, L. (2006) University of Pretoria etd Retrieved from https://repository.up.ac.za/bitstream/handle/2263/30
493/01chapter1.pdf?sequence =2&isAllowed=y
• Philippine Statistics Authority, Persons with Disability. Retrieved from
https://psa.gov.ph/tags/persons-disability
• World Health Organization. (2011). International Classification of Functioning, Disability and Health. (Wo
rld Report on Disabilities) Retrieved from https://www.who.int/topics/disabilities/en/
• Pictures
• Wheelmobile: Wheelchair Accessible Taxi in Manila, Philippines. (n.d.). [Image]. WheelChairTravel. https://wheelc
hairtravel.org/wheelmobile-wheelchair-accessible-taxi-manila-philippines/
• Doorways. (n.d.). [Illustration]. Disability Information Rescources. https://www.dinf.ne.jp/doc/english/global/david/d
we002/dwe00253.html
• URBAN DESIGN CONSIDERATIONS. (n.d.). [Illustration]. Accessibility for the Disabled - A Design Manual for a B
arrier Free Environment. https://www.un.org/esa/socdev/enable/designm/AD1-04.htm
• Code on Accessibility. (n.d.). [Image]. Singapore Building Accessibility Code 2007. https://www.slideshare.net/srai
ns/singapore-building-accessibility-code-2007
• A Planning Guide for Making Temporary Events Accessible to People with Disabilities. (n.d.). [Image]. Aaa Nation
APPENDIX J
APPENDIX K
APPENDIX L
DAGHANG SALAMAT PO!