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THE ANALYSIS
OF THE ADJUSTMENT PROBLEMS OF PUPILS WITH DISABILITY IN INTEGRATED SCHOOLS
ABSTRACT
This study
examined the adjustment problems of the physically handicapped children in
integrated schools among students in selected secondary schools in Mainland
Local Government Area of Lagos State. Related and relevant literature was
reviewed under relevant sub-headings in the study. The descriptive research
survey was applied in the assessment of respondents’ opinions with the use of
the questionnaires and the sampling technique.
A total of
one hundred and twenty (120) respondents were selected to represent the
population of this study. The sample comprised (60 males and 60 females).
Four null
hypotheses were formulated and tested in this study using the independent
t-test statistical tool at 0.05 level of significance.
At the end
of the exercise, the following findings were obtained thus:
1. There is a significant difference
between the social interaction of physically challenged children and normal
children in integrated schools.
2. That significant difference exists
between the self-concept of handicapped children and the normal ones in
integrated schools.
3. There is a significant difference
in the academic performance of students who are handicapped and those who are
not.
4. There is a significant difference
between the vocational choice of the physically challenged children and that of
the normal children in integrated schools.
CHAPTER ONE INTRODUCTION 1.1 Background to the Study
Education is
a key to the development of an individual’s potential, nation’s prospects and
the world as a whole. Education has become a fundamental tool for developing
economics of the nations of the world. It is on this premise that the United
Nations (UN) mandated that education should be part of the privileges and
rights the citizenry or any member of the society should enjoy. The national
policy on education of Nigeria also supports the view that all children and
adults in the country should enjoy the basic education no matter their state or
status.
The National
Policy on Education, Section 3 stated five main national goals of Nigeria that
were endorsed as necessary foundation for the development. The goals are
2. A free and democratic society.
3. A just and egalitarian society.
4. A united, strong and self-reliant
nation.
5. A great and dynamic economy.
6. A land full of bright opportunities
for all citizens.
Also in
Section 4(c), the Nigeria philosophy of education states that every Nigerian
child shall have a right to equal education opportunities, irrespective of any
creed or unargued disabilities, each according to his or her ability (NPE,
2004).
To date, in
an attempt to ensure an equal educational opportunities for all, there is still
one un-served population that unlike some groups, is hard to identify, place
and programme in public schools. They are the handicapped children. Handicapped
children are referred to as special children or exceptional children and this
points to the importance of the different kind of care they need (Oyebola,
1997). There has been a conscious move towards the integration of handicapped
children into regular school programmes, not only in Nigeria but in most
countries of the world. During the world congress of the council for
exceptional children (CEC) held in Stilling, Scotland a lot of emphasis was
placed on mainstreaming.
In the
National Policy on Education (2004) it was stated that government had decided
that integration is the most realistic form of special education for the
handicapped since they are eventually expected to live in the society.
In the past,
no one thought of giving the handicapped the attention they are receiving in
recent times. This is evident in the celebration of the international day of
the disabled persons on the 3rd of December every year by the United Nations
Organization. The UNO tried to create more awareness about the disabled by
declaring 1991 the international year of the disabled persons and the adoption
of what it called the decade of disabled persons (1993 – 2002).
The
attention being given to the handicapped is reflection of the attempt by every
individual, federal, state government and even the international bodies to make
life meaningful to everyone irrespective of his/her handicapping condition. In
order to achieve this the United Nations in its world programme of action,
recommends that children with special educational needs should be integrated as
much as possible into ordinary schools.
Integration
or mainstreaming or open education is therefore the process of educating all
learners irrespective of their handicapping conditions along with their normal
peers.
The
handicapped children who from part of the country’s population needs to
interact socially in all spheres of life as others do. The fact therefore remains
that the handicapped cannot live wholly on their own without having to interact
with their normal peers. This is why advocates of integration claim that
integration is very necessary in acquainting the handicapped with their normal
peers in terms of social interaction, personality development and positive self
condept.
Integration
of the handicapped and the normal children in regular schools does not
necessarily guarantee positivism in terms of self concept and social
interaction unless conscious efforts are made to enhance students interaction,
the handicapped may be rejected by the normal students and teachers.
To survive
and succeed in a typical classroom situation, pupil must have relatively good
rapport with classmates and teachers. It has been adequately found by
researchers Adeniyi (2000), Eweniyi and Adenuga (1999), Mba (1995) and Oladiti
(1986), that a number of acceptable social behaviour correlate, highly with
academic achievement. For example independence, attention, persistence on task,
self concept, compliance with teacher’s request and ability to follow
instruction are pre-requisite to school success. The fact that there is a
difference in students, there is the possibility of problems for the
handicapped in integrated schools.
It is against
this background that this study seeks to discover their social adjustment
problems in integrated schools and offer useful suggestions.
1.2 Statement of Problem
The
handicapped are also referred to as the special and children who need special
education. Special education does not mean segregation or separation.
Integration should be encouraged but efforts should be made to meet their
special needs.
These groups
of children who are also addressed as less privileged ones are faced with
problems of learning in schools due to physical structures, instructional
materials and understanding by the teachers. Many researchers have worked on
handicapped especially in areas of identification, placement, adjustment in
society but very little research work has been on integration and problem of
integration.
In Nigeria,
myriad of people including parents, teachers and even the so called highly
placed people believe that the handicapped interpersonal relationship with
normal individual is tantamount to waste of time and energy because of their
handicapping condition and difficult in academic achievement. Even the
handicapped themselves feel reluctant to attend social functions in schools
because they feel that normal children will discriminate against them. With this
on their minds when they come to school, they try to live in isolation and at
the end, they all lose what each group can offer to the other advancement. This
study therefore attempt to analyse the adjustment problems of pupils with
disability in Lagos State and offers necessary counselling.
1.3 Purpose of the Study
The study
seeks to do the following:
i. To identify the social adjustment
problems encountered by the handicapped in mainstreamed/integrated schools.
ii. To bring into focus the attitude of
the normal students towards the handicapped in integrated schools.
iii. After identifying the problems
encountered by these children through this investigation, the research work
seeks to counsel the subject based on this problems and study if there will be
any significant difference, suggest ways by which those concerned with the
administration of the integrated schools could influence the normal peers in
developing positive attitudes towards the handicapped.
iv. To bring into focus the need by the
government to embark on public enlightenment programmes to educate the populace
on the need to accept the handicapped as worthy members of the schools and the
larger society in which they find themselves.
1.4 Research Questions
i. Is there any significant
difference between the social interaction level of the physically handicapped
children and normal children in integrated schools?
ii. Is there any significant difference
between self concept of the physically handicapped children and that of the
normal school children?
iii. Is there any significant difference
between the academic performance of handicapped children and the normal
children in integrated schools?
iv. Is there any significant difference
in vocational choice between the physically handicapped and the normal
children?
1.5 Research Hypotheses
i. There is no significant difference
between the social interaction level of the physically handicapped children and
normal children in integrated schools.
ii. There is no significant difference
between self concept of the physically handicapped children and normal school
children.
iii. There is no significant difference
between the academic performance of handicapped children and the normal
children in integrated schools.
iv. There is no significant difference in
vocational choice between the physically handicapped and the normal children.
1.6 Significance of the Study
The study
will enlighten teachers both general and specialists, parents of both groups,
the children themselves and the general public on the need to solve the problem
of social interaction among the handicapped and the normal children so as to
give both groups a sense of togetherness. It will suggest ways of educating the
handicapped through active social interaction.
Education
cannot be meaningful until all children, their handicapped condition not
withstanding co-operate and do things together and actively interact socially.
To be
socially matured, the handicapped would require a pre-requisite body of
information about social customs and habits.
It is the
aim of the study to identify and highlight the psychological problems faced by
the handicapped by investigating into their social interaction and adjustment,
personality development, academic performance and vocational opportunities.
This is to make not only educational but also the general public aware of the
adjustment problems encountered by this category of children in their midst,
Biller (1978) states that:
“The extent
to which the child with handicapping condition becomes a successful
participating member of the real world is in direct proportion to the degree to
which he is accepted by his family, his school, his community so that he is
capable of accepting himself as a worthy person”.
The study
will assist in remediating the psychological doubt and social problems by
warding off the child’s mistrust, shame, doubt, guilt, inferiority, Identity,
confusion, isolation, stagnation and despair.
The study
will identify and highlight the adjustment problems of the physically
handicapped learners and get them integrated into normal society to be able to
interact with the normal children, encourage their developing attitude towards
their social behaviour, personality and achievement.
1.7 Delimitation/Scope of the Study
The
handicapped refers to the problems and difficulties a person encounter because
a physical disability or behavioural characteristics marks him or her as different
from other individuals. Therefore, handicapped is an umbrella word that
encompasses the physically handicapped, the visually impaired (blind), the
learning impaired (deaf) the learning disabled/slow learners, the mentally
retarded, behaviour disorder/emotionally disturbed and the exceptional children
(gifted and talented).
Since the
handicapped is a broad word including the above mentioned persons, the
researcher was not be able to cover all the area mentioned above, putting into
consideration the time at the disposal of the researcher to accomplish the
research work.
For the
purpose of this study, the research was restricted to the physically
handicapped only.
The aspect
of the adjustment problems covered:
i. Social interaction
ii. Self concept
iii. Academic performance
iv. Vocational opportunity
1.8 Definition of Terms
i. Integration: Is the process of
educating all students irrespective of their handicapping condition along with
their no handicapped peers. In this study, integration means mixing normal and
handicap pupils in the same school.
ii. Adjustment: Denga (1986) Harmony congruence
or a goodness of fit between an individual and standards against which an
individual is adjusted. Adjustment in this study refers to the ability of an
handicap to cope with any situation.
iii. Adjustment Disorder: A mental
disorder that occurs as a maladaptive reaction to an episode of psychological,
social or physical stress. In this study, adjustment disorder means inability
of an individual to cope with psychological reactions and/or social physical
stress in an environment.
iv. Handicap: The problems and
difficulties a person encounters because of physical disability or behavioural
characteristic makes him or her different from others.
v. Disability: Is a physical problem
that limits a person ability to perform certain tasks that most other people
can perform.
vi. Hearing impairment: Are those in whom
the sense of hearing is non functional for the ordinary purpose of life.
vii. Visually impaired (Blind): Are those
who cannot read and write print after all optical corrective measures have been
taken.
viii. The learning disabled: Is one who
exhibits one or more deficits in the essential learning process of perception,
conceptualization, language memory, attention and impulse control (Crownin,
1978).
ix. Personality: Is the total aggregate
of configuration of an individual’s unique characteristics and modes or
behaviour which include his internal mediating state. In this study,
personality means total pattern of an individual ways of life.
x. Special Education: The education of
children and adults who have learning difficulties because of different sort of
handicaps.
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