The Motivation and Struggles of Physically Challenged Students: Towards the Development of Inclusive Guidance Program

Abstract

INTRODUCTION

Despite efforts in the promotion of quality education for learners at all levels and in varied conditions, the provision of education for physically challenged students has been sluggish and has been experiencing several bottlenecks in society. Thus, with the purpose of determining the motivations and the extent of challenges of physically challenged students in public secondary schools in the Schools Division of Lipa City (Cluster II), the researcher explored the parameters and several factors contributing to how physically challenged students to conduct themselves in school.

METHODS

The study used the descriptive method of research utilizing the researcher-made survey questionnaires as its main data-gathering instrument. Employing the purposive sampling, the questionnaires were administered to eighty-eight physically challenged students from eight secondary schools in Cluster II, Schools Division of Lipa City. Data gathered were interpreted using frequency count, weighted mean, T-Test and regression/correlation.

RESULTS

The data revealed that majority of the respondents were adolescent, female, Grade 7, have family monthly income of five-six thousand and have a hearing impairment. The study found that extrinsic and intrinsic motivations strengthen the self-confidence of the physically challenged students and are instrumental in their pursuit of an educational career. In addition, the physically challenged students commonly encounter great challenges in participating in school contests, activities and programs, attending class regularly and toovercome the feeling of inferiority by discovering and enhancing talents. The perceptions of physically challenged students between motivations and challenges have no significant variations. There are a strong linkage and association between motivations and challenges among physically challenged students.

DISCUSSIONS

It is recommended that parents and teachers extend vigorous efforts and encouragement for the physically challenged students to acquire better grades and feel more accepted. On the other hand, there should be a realization on the parents of physically challenged students that they can do well in school and that they need to be assisted to fit well in any educational program. The proposed guidance program may be considered for implementation to enhance the motivations and challenges of physically challenged students. The recognition of shared roles in identifying the problems is likewise imperative.