Santiago Integrated National High School 1

Senior High School Department

“AM I REALLY DIFFERENT TO YOU?”: THE LIFE STORY OF A

SENIOR HIGH STUDENT WITH PHYSICAL DISABILITY.

A Research Study Presented to the

Senior High School Department of
Santiago Integrated National High School
City of General Trias, Cavite

In Partial Fulfilment of the Requirements

For the Humanities and Social Sciences Strand

Researchers:
Abrea, Franz R.
Estomago, Prince Erin M.
Pomoy, Patrick A.
Salamatin, Jay Mark P.
Sinsay, Kevin Lance S.
Tanggalang, John Axell S.
Yerro, John Lester C.
Dela Tonga, Thea Denice A.
Pernala, Mariz B.
Tomagan, Sheena S.

2024
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ABSTRACT

Due to limited amount of local documents, tackling the life of

physically disabled students in the country, the research study aims to

weave a narrative story, and expand the human knowledge about the life of

a senior high school student with physical disability.

The participant, a senior high school student, was purposely chosen

to undergo an in-depth interview, who has physical disabilities, and currently

studying at Santiago Integrated National High School, in the school year of

2023-2024. The obtained data from that interview is transcribed and

interpreted through the use of in-vivo coding.

After thorough analysis, the researchers found out that students with

physical disability are prone to bullying, and other discriminatory and

degrading acts and practices from their fellow classmates. They may also

present some difficulties in communication that hinder them to socialize and

interact deeply with other people. And they may present some defense

mechanisms to cope with these challenges.

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(APPROVAL SHEET)
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ACKNOWLEDGMENTS

The research study is made successful through the aid of significant

individuals who guide and help the researchers throughout its journey to

completion. The researchers would like to express their utmost gratitude

and appreciation to these following individuals:

Their Parents, who happily and voluntarily support them, providing

financial needs and moral support from the time they started conducting the

research study. These really help the researchers to hopefully and

continuously transcend the research study to its full completion.

Their research teacher, Mr. Johnzen B. Hugo, who willingly shares

his knowledge and expertise, and for supervising them in writing the

research study to its best form.

Their research adviser, Mrs. Jennalyn P. Tapawan, who also willingly

shares her knowledge and expertise, and for giving necessary guidance

and advices in conducting the research study.

And finally, the almighty God, for the everyday strength and constant

guidance.

The Researchers.
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TABLE OF CONTENTS

Title Page 1

Abstract 2

Approval Sheet 3

Acknowledgments 4

Table of Contents 5

List of Figures 7

CHAPTER 1 INTRODUCTION

1.1 Background of the Study 8

1.2 Statement of the Problem 11

1.3 Theoretical/Conceptual Framework 11

1.4 Scope and Limitations 12

1.5 Significance of the Study 13

1.6 Definition of Terms 14

CHAPTER 2 REVIEW OF RELATED LITERATURE 15

CHAPTER 3 METHODOLOGY

3.1 Research Design 23

3.2 Population and Sampling 24

3.3 Research Instrument 24

3.4 Ethical Considerations 25

3.5 Data Gathering Procedure 26

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3.6 Data Analysis 27

CHAPTER 4 RESULTS AND DISCUSSION 28

CHAPTER 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

5.1 Summary 31

5.2 Conclusions 32

5.3 Recommendations 33

References 35
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LIST OF FIGURES

Figure Title Page

1.3 Conceptual Framework: IPO Model 13

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CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Some individuals experience difficult limitations that they have to

deal with. Sometimes these limitations hinder their overall ability and

capabilities, yet they are still striving and living to the fullest of their life.

People living with disability may seem struggling but they are determined to

continue and live like a normal functioning individual. Their everyday life

experiences are truly inspiring that should be uncovered for other people to

fully understand and appreciate, and be learned that even all the limitations

brought by time, there are still some hope that people can keep on.

Physical Disability is defined as a physical condition that limits

person’s physical functioning, mobility, dexterity, or stamina, which all have

a ‘substantial’ and ‘long-term’ negative effects on individual’s ability to do

normal activities (GOV.UK,2010). Those limitations restrict individuals to do

normal and daily activities ranging from communication to taking care of

themselves. Students with physical disabilities may experience these

challenges affecting their everyday mobility, manual dexterity, and speech

in school and according to some documents due to these limitations,

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students with physical disabilities face another challenges aside from their

conditions.

Barriga (2016) said people with disabilities are treated less

humanely. It was not that hard to understand why people with disabilities

feel like that when they are often abused and discriminated against. It has

been reported that five thousand disabled adults have been molested in

England in the past two years (Ryan, 2015). On January 8, 2008, a twenty-

nine-year-old gravid woman with a developmental disability was found

tortured to death. Some women experienced abuse related to their

disability, such as putting the wheelchairs out of reach, overmedicating

them or denying their medications, and leaving them wearing nothing in bed

instead of helping them get dressed (CDC,2020). It proves that people with

disabilities are often abused and mistreated.

The law sets out the right to have fair access to everything. But even

more censorious is the potential to shift human thinking about people with

disabilities. It says that people with disabilities are not a thing or an object

of charity but have the same rights and dignity as everyone else. People

with disabilities have a voice that must be heard (Barriga, 2016).

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Hurst (2022) said hearing or reading stories helps us understand

others. Knowing stories will help us gain knowledge and awareness about

their lives, especially those who lived them as students with physical

disabilities. According to Shigri (2018), disability awareness helps in the

stereotypical mindset of society; hence, it can provide opportunities for

everyone to get immersed in creating a positive, inclusive community for all.

According to Allison Academy (2023), having a better perception of their

disability can make us embrace them as equal members of society. Also,

undertaker deeper to create better insight is a powerful way to raise

awareness.

Nowadays, there are documents about students with physical

disabilities, exploring their experiences and perceptions; those are written

internationally by Francis, Duke, Fujita, Sutton (2018), by Maingi, Misigo,

Rushahu (2022) and by Hlengwa, Mazuku (2022). Based on evaluation,

there’s a limited number of local studies published under this topic. With

that, researchers led to this research study that aims to understand and

expand the human knowledge about the life of Filipino student with physical

disability, specifically the life story of a senior high school student with

physical disability.
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1.2 Statement of the Problem

This study aims to understand and expand human knowledge about

the life of a senior high school student with a physical disability. With that,

the researchers aim to answer these following questions:

1. What is the life story of a student with a physical disability in school

settings?

2. How this senior high student cope with the challenges of being

physically disabled?

3. What advice the student may give for students who also experience

of being physically disabled?

1.3 Conceptual Framework

Figure 1.3. Conceptual Framework: Input, Process, Output (IPO) Model

Researchers utilize the IPO Model or Input, Process, and Output

Model for its Conceptual Framework, to visualize the overall flow of

procedures this research study goes through.

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In Input, It consists of senior high school student with a physical

disability, which will be interviewed for answering the necessary questions

depicted in the Objectives of The Study.

In Process, It includes the systemic procedures this research study

goes through, from the data gathering procedure and its data analysis.

In Output, is the Narrative Life Story of A Senior High School Student

with Physical Disability.

1.4 Scope and Limitations

The Research Study focuses only on exploring the life of a senior

high school student with a physical disability, and on expanding the

understanding thereof.

The student participant of this study is gathered from the population

of senior high school students living with disabilities, which is identified from

the list provided by the school administrator.

Researchers only focuses on exploring the life story of one senior

high school student with a physical disability at Santiago Integrated National

High School, enrolled currently in this school year of 2023-2024.

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1.5 Significance of the Study

By establishing a deep and comprehensive narrative story of life of

senior high school students with physical disabilities, this may help increase

the knowledge and full understanding of the people about this; the

challenges face by students living with physical disabilities, such as isolation

and neglection by other students (Benadetha, 2022). This study will be

impactful especially to the senior high students with physical disabilities by

changing the way of their living for the least by giving more understanding

and perspective to people who will read this study about the situations of

these students, hence making the negative experiences acknowledged and

understood more by many people.

To the Students, To help them to have better understanding

towards the situations and experiences of students with physical disabilities.

To the Teachers, To give them more idea towards these situations

and create different approaches and teaching method solely for the pacing

of students with physical disabilities.

To the Future Researchers, To have them a detailed reference,

giving them necessary information, and for future developments of this

topic.
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1.6 Definition of Terms

Academics. The field of study and learning in educational

institutions; the way they pursuit knowledge, intellectual development, and

application of skills and expertise in various disciplines.

Mobility. The ability of someone to move or travel from one place to

another.

Person with Disability. A person living with long-term impairment.

Physical Disability. The impairment that affects a person’s physical

functioning and mobility; can be present from birth or acquired later in life.

Physical Surroundings. The condition or environment in which

individuals live, work, study, or interact; the physical infrastructure,

buildings, public spaces, and facilities.

Social Interaction. The process of engaging and communicating

with others.
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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literatures and studies that the

researchers considered in strengthening the importance, and deep

understanding of the present research and its claim.

Students or Learners with physical disability may experience some

challenges and barriers hindering their mobility, communication and

socialization, academic performance, and own self-esteem.

An article discusses that persons living with disabilities may

experience challenges or barrier in their everyday life, particularly in

Socialization/Communication, Attitudinal, Physical Barriers, and

Transportation Barriers (CDC,2020).

Attitudinal Barriers

Stereotyping from other people, stigma, prejudice, and discrimination

are among in Attitudinal Barriers. People may see these impairments as a

personal tragedy that needs to be cured and procured.

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Communication Barriers

In communication barriers are prominent by people who have

hearing, speaking, reading, writing disabilities, use other ways to

communicate. Vision Impairments may hinder the abilities of these

Individuals in receiving the message of written materials. Auditory

messages that may be inaccessible to people with hearing impairments,

including videos without captions, and Oral Communication without

accompanying manual interpretation; such as sign language. Physical

Surroundings, these are structural obstacles in natural or man-made

environments that prevent or block mobility or access. One of which is steps

and curbs that block a person with mobility disability. Lastly, Transportation

barriers that are due to lack of adequate transportation that interferes with

a person’s ability to be independent and block mobility too.

Socialization Challenges

Some students with physical disabilities experience being isolated

and neglected by their fellow learners (Maingi, et al., 2022). In a study,

where participants; composed of students in selected schools in Kenya,

were tasked to draw their experiences in their respective schools. One

participant named Joel drew and responded, “This is a drawing of one

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seated alone. I am angry because I am alone, other do not want to relate to

me. They say I am not like them”. This statement proves that some students

living with physical disabilities were experiencing neglection from fellow

comes, and felt the feelings of Isolation. Others reported about the teachers

did not treat them well, not paying attention to individual differences; their

writing pace was too fast, neglecting the writing pace of learners with

disabilities.

Researchers also observed that during lesson delivery, learners with

physical disability were left behind; teachers did not concentrate on this

group and ended up doing cosmetic teaching.

Academic Challenges and Barriers

Students with physical disabilities may also experience some

difficulties in learning. In Nepal, teaching students with physical disabilities

seems hard and difficult due to these following conditions, depicted from the

study done by Bhatt (2022): Teachers use general teaching style since

there’s no any fixed method that can be used and followed for the students

with physical disabilities. Some special kinds of teaching materials are not

primarily utilized by the teachers. Special learning materials itself do not

make the learning processes easy and interesting, and express concepts
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smoothly, nor students can comprehend well. Hence, no significant

increase in learners’ achievement; it is not even properly used, which should

be in classes to make the learning effective and easy for these students.

Assistive Devices like wheelchairs, which help students to move around

inside the school premises and make learning easy were not updated, since

it was old-fashioned, requiring students to give extra power and effort to

move ahead. Others are lack of proper academic evaluation procedures,

and the foremost reason behind is lack of disability-assistive infrastructures.

According Talafha (2022), there are factors, which students with

physical disabilities may experience, that may hinder their academic

performance and achievement. Emotional factors are the leading ones;

which are fear, depression, low self-confidence, feelings of shame,

withdrawal, low self-concept, and feelings of inferiority. They may also

experience family related factors such as family’s background, their socio

economic background, and Authoritarian family dynamics; this includes the

parents’ lack of parental encouragement and motivation, and educational

level thereof.
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Negative attitudes of some teachers, the institutional strategies used

by the instructors, social attitudes of individuals; including their own

attitudes towards themselves, and physical barriers within the academic

institutions and environment itself are the other several factors that may

affect their academic performance.

In college settings, Students with physical disabilities may

experience challenges (Hlengwa and Mazuku, 2022) such as stigma to their

conditions; which leads to marginalization, failure to emphatize of students

and staff members; leading to feelings of alienated and rejection. They may

also face different difficulties in creating healthy relationship with others, and

during group works, as fellow group members see them incapable of doing

so. Participants of this study also experience some environmental related

challenges such as not having access to operational elevators, ramps,

installed handrails, sensor doors, accessible lecture venues and

auditoriums, non-slippery bathrooms, accessible kitchens in residence, and

lastly, transportation; which is the major problem being experienced by

learners living with physical disabilities.

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Cycle of Disempowerment and Empowerment

In an article(Francis, et al., 2019) discusses the experiences of

college students in the United States. Based on the results, students may

feel disempowered and empowered. The Study further discusses the

feelings under disempowered which are Discouragement; as the key theme

all participants that resulted in them feeling disempowered. Debasement or

feeling of discredit, another predominant theme, as students experience

being neglected their accommodation needs. Insecurity or depressed when

they comparing themselves to their peers without disabilities. Some

participants reported that they felt embarrassed and ashamed when

professionals discussed their disabilities without their consent. Isolation,

which emerged as another major factor; one participant experienced

isolation from her family and also in mainstreamed in school.

Repeated cycles of disempowerment, which emphasizes that

participants’ experiences and feelings follow a cyclic loop nature, one even

said “it’s a constant fight”. The study also discusses the feelings under

empowerment which are Diagnosis; as means of self- awareness,

understanding, and acceptance after receiving their diagnosis or

understanding their disability. Effective support; yet, students feel

empowered once they received the effective and appropriate support and
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help from the school. Some educators even went beyond the

accommodation needs, providing greater degrees of support and long-term

empowerment. Family support, participants still reported that their

respective family members providing various forms of financial, academic,

and emotional needs. Resilience, Participants spoke out numerous

resilience strategies to recover from frustrating experiences, making them

feel stronger as results of working through these experiences. Lastly is

Advocacy, advocacy in them; making them taking the initiatives, and for the

others; they being asked about why they did engage in this study? They

responded “they wanted to help other students learn about resources and

supports, just like they needed when they were starting in college such as

teaching students that hearing aids do not give hearing, they just amplifying

everything, and how to appropriately interact with or support individuals with

disabilities.
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Acceptance and Appreciation

Not all people with disabilities may always experience life down-

turns. In a narrative inquiry done in Indonesia (Sudarwati, et al., 2022), a

participant named Nana shared her successful journey to college, despite

of the challenges due to her physical disabilities. The participant remained

faithful and positive in life. She never regretted her birth, also maintaining

her strong faith led her to accept her condition, thus, developed strong

personality of hers. This positive feeling led her to participate activities in

academics with her peers. The Participant even reported that she was never

bullied by her friends or her community members; the primary cause is her

strong acceptance and the self-awareness she held, and having no

negative feelings about herself as she had full awareness that knowing she

was now the best version of herself.

Her family even supported her schooling, never saying resistance

about her physical state, that made Nana encouraged to fulfil her dreams.

According to her, she has always thought positively about her illness since

she was a child, which was due to the supportive treatment of her family.

This emphasizes the importance of family for full encouragement of people

like Nana.
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CHAPTER 3

METHODOLOGY

This chapter presents the relevant literatures and studies that the

researchers considered in strengthening the importance, and deep

understanding of the present research and its claim.

3.1 Research Design

The research design used in this study is Narrative Design. This is a

type of Qualitative Research that study and explore the life experiences of

a participants. It focuses on studying one person, gathering data through

individual’s stories and life experiences, and discussing the meaning of

thereof for the individual (Dreker, 2021). The primary goal of this research

design is to establish a rich and detailed narrative that tells the complexity

and uniqueness of each individual’s story, which will help to expand the

knowledge, secrete appreciation and deep understanding of it. This will be

beneficial as the main goal of this study is to expand the knowledge and

understanding about the life story of students with physical disabilities, and

to establish appreciation of it.

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3.2 Population and Sampling

This research study utilizes the use of non-probability sampling

technique, particularly the purposive sampling, to obtain one senior high

school research participant that is living and studying with physical disability

at Santiago Integrated National High School, currently enrolled in this

school year of 2023-2024.

This type of sampling technique is used for finding ideal sample

throughout the population by letting certain qualifications in order to fill the

role of being the desired participant of the study.

3.3 Research Instrument

The Researchers will utilize in-depth interview, in which composed

of open-ended questions, followed by further -up questions, if necessary, to

fully gather the necessary data needed in studying the life story of senior

high school student living with physical disability. The semi-structured

interview questions will be duly validated by one of the Research Teachers

in Santiago Integrated National High School.

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3.4 Ethical Considerations

The Researchers will sought four primary consent letters and

permissions in conducting this research study. First, is the permission to

conduct the research study from the School Administration. Followed by

Voluntary Consent from the research participant, and Parental Consent

from one of the participant’s parents or guardian. Additional consent will be

signed by the class adviser which the participant is currently being

supervised..

Once the research participant is purposively identified, Researchers

will visit and discuss the information and objectives of the research study

on the research participant, on its parents or guardian, and on its class

adviser; and will seek necessary permissions from them. Any withdrawal

will be respectfully accepted. An in-depth interview will be done with

confidentiality, along with the participant’s representative parent or

guardian. Anonymity and Confidentiality are crucial in conducting

researchers with vulnerable population, hence researchers will ensure that

their identity will be kept confidential and hidden. Assigned photographer

will only zoom in on the places of emphasis and faces of them will be blurred

and not be shown.

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3.5 Data Gathering Procedure

The researchers will prepare a letter of consent that will be sent to

the School Administration to start conducting the research study. Once it is

approved, researchers will now seek a research participant on which the

researchers will send a Voluntary Consent Letter asking the participant for

their voluntary participation. Permission of the participant’s parents or

guardian will also be sought. Another permission will be needed for the

class adviser who is currently supervising the learner. The researchers will

use an in-depth interview, that will be performed with the participant, along

with the representative parent or guardian. The interview is composed of

open-ended questions, followed by further questions; which are validated

accordingly by a research teacher, to fully gather the necessary data in

making this research study. The Interview will be recorded and there will be

a photographer assigned for documentation purposes, while maintaining

anonymity of the participant’s side. After the interview, the researchers will

transcribe the recorded answers of the participant, word-by-word. All of the

transcribed data is analyzed through the use of in-vivo coding to generate

codes and meanings. Researchers will still keep in touch with the participant

informing them once the research study is completed and all the results and

findings are developed.

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3.6 Data Analysis

The Research Study will utilize in-vivo coding to analyze the actual

spoken words of the participant. It involves analyzing and generating codes

and meanings from the actual words and phrases transcribed and gathered

from the research participant; to capture their life story and experiences, in

which this case is being a senior high school student living with physical

disability.

In vivo codes are verbatim representations of the language of the

participant, maintaining its authenticity and the richness of their expressions

and responses (Siegel, 2023).

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CHAPTER 4

RESULTS AND DISCUSSION

This chapter presents the narrative format of results and discussion of the

gathered data, from the interview. This is divided into 3 parts, which are:

1. Academics, 2. Challenges, and 3. Defense Mechanism.

After series of observation of his parents, A young 4-year-old boy

went on a medical check-up and got medically diagnosed to have a mild

case of cerebral palsy.

Academics:

The young boy admitted that during his elementary days, he was a

truant kid; not worrying and not grade conscious enough to excel in

academics. He always received low grade remarks, ranging around 75 to

77 in average. During these years, He also experienced some bullying

incidents from his fellow classmates, such as mockeries, mimicry or copying

his actions for fun, teases, hiding his possessions, and physical abuse. This

proves that students with physical disability are prone to Attitudinal Barriers,

Stereotyping (CDC,2020), and Discrimination (Barriga,2016).

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Challenges:

He would often use body gestures and make his voice a little louder

when interacting with other people. He was also having difficulties in making

verbal conversations, since, aside from his condition, He is also dealing with

mild hearing and speaking impairments; making communication for him

harder; this proves that students with physical disability may present

difficulties in communication (CDC,2020). This is also the reason why the

student would often settle on chats and texting when trying to converse

deeply with his classmates and teachers.

Aside from communication challenges, He also experienced some

difficulties of doing certain physical activities, such as playing basketball,

performing reaction-time based sports, and writing. Among those

challenges, He considered the communication challenges as worst as he

considered ‘socializing through verbal’ as a key factor for success, based

from what he observed in the surroundings.

Yet, He still grateful, sometimes, that some people were able to

comprehend and understand him.

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Defense Mechanism:

When facing those difficulties and challenges, He would just accept

the things that were beyond his control and just let them naturally flows.

Sometimes, He would type or write poems on his notes, amidst the

difficulties in writing, pressing that “uniqueness is a blessing and a curse at

the same time”. He also learned through that process, emphasizing that

“Every challenge has its own solutions, and most of them can only be solved

by letting time pass as we go by”.

Today, He is a true image of inspiration as he is now doing well as

a senior high student, achieving substantial grade remarks of 96, 94, 92,

and 90 on his subjects. He could not give advice for people experiencing

the same condition as him, as he still observes and self-reflects his

everyday experiences, as of the moment.

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CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter shows the summary of the current research study,

conclusions, and recommendations drawn.

5.1 Summary

The current research study has a primary objective of weaving a

narrative story and expand the human knowledge about the life of a senior

high school student with physical disability; their challenges and

experiences, ways to cope with these challenges, and advice for their fellow

physically disabled students.

One senior high school student is purposely chosen, who is

physically disabled student at Santiago Integrated National High School,

enrolled currently in the school year of 2023-2024. He undergone a

recorded live-chat interview, with 30 minutes in time. The obtained data

from that interview is transcribed and analyzed through in-vivo coding.

After thorough analysis, the key findings are summarized:

A 4-year-old young boy was born with mild cerebral palsy, and mild

case of hearing and speaking impairment. In his elementary days, He was

a truant student, not exceling in academics. During these years, He

experienced various challenges, specifically , bullying and other

discriminatory and degrading practices from his fellow classmates. He also

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experienced some barriers in communication and socialization; settling

himself on chats and texting, and difficulties in doing physical activities, such

as basketball, reaction-time based sports, and writing.

Through those challenges, he developed various defense

mechanisms. These are: Accepting the challenges beyond his control,

Developed ways to communicate deeply with other people, and coping

things through writing poems.

Today, He excels being a senior high student, achieving substantial

grade remarks on his subjects. He could not give any advice as he still

observes and self-reflects his everyday experiences.

5.2 Conclusions

Overall, this research study concludes the following:

1. The physically disabled student experienced bullying, and other

discriminatory and degrading acts from his fellow classmates.

2. He also experiences some barriers in communication and

socialization, making himself settled on chats and texting.

3. He also experiences some difficulties in doing physical activities,

such as basketball, reaction-time based sports, and writing.

4. He developed various defense mechanisms to cope with these

challenges , such as, accepting challenges beyond his control,

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developing ways to communicate deeply with other people, and

writing poems.

5. He did not give any advice, as he still observes and self-reflects

his everyday experiences being a physically disabled student.

5.3 Recommendations

As the results of the study have been analyzed and interpreted. The

following recommendations are given to comply with the purpose and

objectives of the paper and for future purposes:

1. Develop Awareness Program that target all students, which

has a primary goal of addressing and reducing bullying

incidents, teasing, and other discriminatory and degrading

acts towards students with physical disability.

2. Give Individual support and counselling guidance for disabled

students.

3. Implement strict guidelines on any discriminatory and

degrading acts and treatments in school premises.

4. Implement developmental programs for disabled students,

fostering their inner capabilities and interests.

5. Provide ongoing training, support, and guidance for teachers

and assistants of disabled students as they may present

hindering barriers in their learning experience.

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6. For future Researchers, They may explore the effects of

communication barriers on the academic performance of

physically disabled students.

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CDC. (2020). Disability and Health Disability Barriers. Centers for Disease

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Centers for Disease Control and Prevention. (2020, September 16).

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Dreker, P. (2021). Research Guides: Systematic Reviews in the Health

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https://libguides.rutgers.edu/c.php?g=337288&p=2273209

Francis, G. L., Duke, J. M., Fujita, M., & Sutton, J. C. (2019). “It’s a Constant

Fight:” Experiences of College Students with Disabilities. Journal of

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Postsecondary Education and Disability, 32(3), 247–262.

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