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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.
TABLE
OF CONTENTS
Title
page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table
of
contents vi
CHAPTER
ONE: INTRODUCTION
1.1 Background
to the
Study 1
1.2 Statement
of
Problem 5
1.3 Purpose
of the
Study 6
1.4 Research
Questions 7
1.5 Research
Hypotheses 8
1.6 Significance
of the
Study 8
1.7 Delimitation/Scope
of the
Study 10
1.8 Definition
of
Terms 11
CHAPTER
TWO: LITERATURE
REVIEW 14
2.0 Introduction 14
2.1 Social
Interaction and Adolescent Social
Adjustment 14
2.2 A
Review of Studies on Problems Related to Self-Concept and
the Adolescent Adjustment to
School 17
2.3 Institutionalization,
Mainstreaming or Inclusion: Challenges for
Special Education in
Nigeria 19
2.4 Concept
of Integration and Inclusive
Education 24
2.5 Employment
Opportunities for the Visually Impaired in
Nigeria 25
2.6 Disparity
Between Policy and
Practice 32
2.7 Students’
Academic
Performance 37
2.8 Vocational
Opportunity/Choice of
Students 40
CHAPTER
THREE: METHODOLOGY 43
3.0 Introduction 43
3.1 Research
Design 43
3.2 Population
of the
Study 43
3.3 Sample
and Sampling Technique 44
3.4 Instrumentation 45
3.5 Validity
of
Instruments 47
3.6 Reliability
of the
Instruments 47
3.7 Method
of Data
Collection 47
3.8 Method
of Data
Analysis 48
CHAPTER
FOUR: Analyses of Data and Presentation of
Results 49
1.1 Introduction 49
1.2 Descriptive
analyses of teachers’ bio-data according to sex, age,
religion, class taught,
qualification and years of service of
teachers 49
1.3 Descriptive
analyses of students’ bio-data according to sex, age,
class and
religion 52
1.4 Hypotheses
Testing 54
4.5 Summary
of
Findings 59
CHAPTER
FIVE: DISCUSSION, SUMMARY, CONCLUSION
AND
RECOMMENDATIONS 60
5.0 Introduction 60
5.1 Discussion
of the Findings 60
5.2 Summary
of the
Study 66
5.3 Conclusion 67
1.4 Recommendations 68
1.5 Suggestions
for Further
Studies
1.6 References
1.7 Appendix
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.
TOPIC: ANALYSIS OF THE ADJUSTMENT PROBLEMS OF PUPILS WITH DISABILITY IN INTEGRATED SCHOOLS
Format: MS Word
Chapters: 1 - 5
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Number of Pages: 68
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