INCLUSIVE EDUCATION AMONG PHYSICALLY HANDICAPPED STUDENTS

IN SELECTED HIGHER UNIVERSITIES IN REGION VI: A GROUNDED

THEORY APPROACH

Chapter I

Introduction
Inclusive learning and teaching in higher education refers to the ways in which
pedagogy, curricula and assessment are designed and delivered to engage students in
learning that is meaningful, relevant and accessible to all. It embraces a view of the
individual and individual difference as the source of diversity that can enrich the lives
and learning of others (Hockings, 2010). Within this context, an inclusive education
could be defined as a model that proposes an educational model in which all students
are able to learn, participate and are welcomed as valuable members of the university
(Ainscow, 1998; Sapon-Shevin, 2003).
Furthermore, there has been a growing interest in supporting the physically
handicapped students in higher education, stimulated in part by legislation. However,
what the students themselves have to say about the experiences has not been sought
in any systematic way (Fulleret, al., 2004). It is evidence that the physical handicapped
students in higher education have lowered than from school education. While going
through the policies and programs in Philippines it is found that not much has been
done in the field of disability and higher education. Thus, this research paper explores
the perceptions on inclusive education and the experiences of learning by physically
handicapped students in selected universities in Region VI as narrated and illustrated

by themselves. Its aims to analyze the barriers as well as aid that physically
handicapped students identified in the university classroom and at the university in
general.
Background of the Study

The Commission on Higher Education (CHED) memorandum states that all

higher education intuitions (HEIs) are encouraged to admit special students needing
special education whether in degree, vocational or technical courses and other training
programs. Economic factors have also contributed to the increase in enrollment of
students with disabilities. Colleges and universities have been under pressure to
expand their recruiting efforts because the pool of eligible students has been shrinking.
This has led to the active recruitment of students with disabilities as a source of revenue
for these institutions (Sweener, Kundert, May, & Quinn, 2002). The increase in the
number of students with disabilities in higher education has been explained by several
factors. Special education legislation has resulted in the placement of young pupils with
disabilities in general classrooms.
In 1990, there was a World Declaration on Education for All (EFA) in Jomtiem,
Thailand, which prescribed that Basic Learning Needs shall be met for all by various
means. As a response, the Philippines crafted and implemented the 10-year EFA
Philippine Plan of Action covering 1991-2000. The EFA plan articulated the countrys
national goals, objectives, policies and strategies, as well as the regional programs for
implementation for the first decade of the EFA movement. In 2000, the Philippines, as a
reaffirmation of the vision set in the 1990 World Declaration, committed itself to the

following EFA 2015 Goals at the World Education Forum in Dakar. The EFA 2015 Plan
emphasizes the need to provide basic education for all and add a dimension to what
has been thus far almost exclusively school-based education.
In 1993, the United Nations General Assembly adopted the Standard Rules on
the Equalization of Opportunities for Persons with Disabilities. Under this documents
section on the preconditions for equal participation in the area of education it is
expressed that states should recognize the principle of equal primary, secondary, and
tertiary educational opportunities for children, youth and adults with disabilities in
integrated settings.
In June, 1994, the United Nations Educational, Scientific, and Cultural
Organization (UNESCO) drafted the Salamanca Statement which included the following
agreements that, first, every child has a fundamental right to education, and must be
given the opportunity to achieve and maintain an acceptable level of learning, thus,
every child has unique characteristics, interests, abilities and learning needs, and which
the education systems should be designed and educational programmes implemented
to take into account the wide diversity of these characteristics and needs Second, those
with special educational needs must have access to regular schools which should
accommodate them within a child centered pedagogy capable of meeting these needs.
And lastly, regular schools with this inclusive orientation are the most effective means of
combating discriminatory attitudes, creating welcoming communities, building an
inclusive society and achieving education for all; moreover, they provide an effective
education to the majority of children and improve the efficiency and ultimately the cost
effectiveness of the entire education system (UNESCO, 1994).

In 2000, the Commission on Higher Education (CHED), in accordance with the

provision of Republic Act (RA) No. 7722 (the Higher Education Act of 1994), and RA
No. 7277 (Magna Carta for Disabled Persons and its Implementing Rules and
Regulations), issued CHED Memorandum Order (CMO) No. 23 Quality Education for
Learners with Special Needs for the private and public institutions. Contained within
this CHED Memorandum Order (CMO) was a mandate to public HEIs to admit all
learners with special needs, deaf persons included, in academic, vocational or technical
courses and other training programs. HEIs were also encouraged to do the same as
part of their educational service to qualified tertiary level students with special needs.In
almost every country, inclusive education has emerged as one of the most dominant
issues in the education of SWSEN (Students with Special Education Needs).
In the past 40 years the field of special needs education has moved from a
segregation paradigm through integration to a point where inclusion is central to
contemporary discourse (Mitchell, 2010). The US paved the way with the introduction of
the Education for All Handicapped Children Act of 1975, which was subsequently
amended as the Individuals with Disabilities Act (IDEA) in 1990 and updated again
in1997, to promote whole-school approaches to inclusion (Evans and Lunt, 2002).
Soon after, international attention began focusing on areas that were perceived to
present barriers to the full participation of persons with disabilities. One critical area of
focus was education. The inclusive education movement has been endorsed
internationally by UNESCOs Salamanca Statement (UNESCO, 1994) and reflects the
United Nations global strategy of Education for All (Farrell and Ainscow, 2002).

Despite the prevalence of international principles outlining the need to adopt

inclusive models of education, individual boards have struggled with the practicalities of
implementation. The points of controversy seem to settle on the time students spend in
general education classes and whether or not positive outcomes are achieved within
inclusive settings (McLeskey & Waldron, 2011).
It is clear today that inclusive educational of students with disabilities has
emerged as a key issue of government educational policy in our country. There is
special emphasis related to students with disabilities who are being educated in higher
education institutions and the physical presence of these students in the classroom
(physical integration) does not by itself ensure a student's progress and development,
unless educational, functional and social accommodations are also provided. Hence, it
is urgent that stakeholders make curricular and educational provisions and they need to
focus their attention on developing students with disabilities specifically students with
physical handicapped holistically (academic, social, physical).
Statement of the Problem
The study Inclusive Education among Physically Handicapped Students in
Selected Higher Universities in Region VI: a Grounded Theory Approach investigates
the physically handicapped students perceptions and experiences on inclusive
education in selected universities in Region VI.
It primarily intended to answer the following questions:
1) What is the physically handicapped students perceptions on inclusive education?;
2) What are the barriers and aid they have experience in an inclusive setting?;

3) What are the modifications and accommodations given by the university in terms
of pedagogical aspect, curricula and assessment?
4) Who are involved in designing and delivering the inclusive education in the
university?
6) What is the significance of inclusive education in the university?

Purpose of the Study

Considering the abovementioned problems, this work focused on the perceptions
of physically handicapped students about inclusive education and the students
experienced in selected universities in Region VI. This paper explores the barriers to
learning faced by disabled students in higher education. Most interest in investigating
the learning needs of disabled students in HEIs and the way they can be supported
comes from staff in the disability advisory services and sometimes staff in learning and
teaching centres (Stefani and Matthews, 2002).
Specifically, the study aimed (1) understand the perception of physically
handicapped students on inclusive education; (2) to analyze the barriers as well as aid
that physically handicapped students identified in the university classroom and at the
university in general; (3) to propose training and seminar for teachers and
administration staff about understanding inclusion of physically handicapped students in
the universities and the implementation of inclusive education; (4) to enhance the
policies and guidelines of the students handbook which will include the accommodation
of students who are physically handicapped and other types of disabilities present.

Significance of the Study

The results of this study would be relevant and beneficial to the following:
The School Administrators in Higher Education. The result of this
investigation will serve as a compass or guide to the school administrators in planning
and developing strategies on inclusion of physically handicapped students and others in
higher education. With this, school administrators will be given feedback and
information to focus attention on problems existing in modification and accommodation
of physically handicapped students in the university. It will also serve as guidelines to
enhance the teaching learning, curricula and assessment given to students with and
without physical handicap in higher education.
The Teachers. This study will provide awareness to teachers the demands of
inclusive education by providing modification and accommodation given to physically
handicapped students in higher education. It will guide the teachers to strategies which
they will adapt and consider in order for students with and without physical handicap
can cope with the demands of academic requirements in tertiary level. Accommodations
can potentially help the students receive better grades and possibly more academic
recognition.
The Parents. In this study will help parents to better understand their roles and
responsibility for the success of their son/daughter who are physically handicap. This
will also make them realize the importance of inclusive education of their children in
higher education to improve their skills and abilities in learning.
The Physically Handicapped Students. This study will give opportunity for them
to be aware of inclusive education in higher education suited for their needs. This will

also build support system to accommodate their demands and performance in

academic level.
Other Researchers. This study will serve as a baseline for other researchers to
conduct researches on the same or related topic or concept.

Definition of Terms
For the purposes of clarity and understanding, the following terms used in the
study were defined:
Accommodation. refers to the support, services, policy changes, and
instructions that enable students with disabilities to participate fully in curricular and cocurricular activities.

Aid. Refers to the educational support or assistance of service given by

teachers, school staff, and other students to reinforce the educational needs of the
physically handicapped students and to help have a better understanding in the
academic demands.
Assessment. It is an evaluation after the teaching learning process given to
students, usually in measurable terms, knowledge, skills, performance, and attitude of
students inside the classroom.
Barrier. It is anything that stands in the way of the physically challenges student
being able to learn effectively. It may be experience as intrinsic barrier to learning, level
of support to accommodate these students in order to reach their full academic
potential.

Curricula. Refers to the plans made for guiding learning experiences which
takes place in the learning environment that influences students on what is learned. An
educational plan that spells out which goals and objectives should be achieved, which
topics should be covered and which methods are to be used for learning, teaching and
evaluation (Wojtczak, 2002).
Experience. It is engagement of students with learning with quality of their
education and accommodation given to them and the situation they wherein as it
responsibility of higher education institutions.
Grounded Theory
Higher Universities
Inclusive Education
Modification
Pedagogy
Perception
Physical Handicap
Students with Special Needs

Chapter 2
REVIEW OF TECHNICAL LITERATURE

Students with Disabilities in Higher Education

Higher education has always been associated with specific outcomes such as
good employment opportunities and high income but with the dwindling economy many
students finish their university and college education without getting any employment.
Universities and colleges are also competing for most bright students and those with
resources to fill the limited spaces available in universities and colleges. Institutions for
higher education still perceive disability from the basis of medical model rather than
social model making it rather difficult for them to understand that the students learning
problem is as a result of interaction between impairment and contextual barriers.
Students who enrolled in higher education institutions are expected to come from
high schools. However, most countries in Africa especially south of the Sahara, the
majority of students with special needs and are vulnerable do not complete high school
education and when they compete they do not meet university and college admission
criteria that is based on high academic performance and economic ability. The few
vulnerable students especially those with disabilities who complete high school are in
special education institutions where the quality of education offered is low due to the
negative attitude of teachers.
Until the early 1900s, higher education efforts in the United States centered
primarily on providing educated clergy and social leaders (Malakpa, 1997). Time and
circumstances have proven strong modifiers of higher educational organizations, which

now have become more focused on extended educational opportunities and career
development issues. This expanded "vision" also has brought an increasingly diverse
student body, more extensive curricula, and a greater range of education-related
activities and services (Milani, 1996).
Students with disabilities represent one of the groups, which are currently, more
active in their pursuit of advanced learning opportunities. Youths with disabilities who
had graduated from secondary institutions were three times as likely to enroll in higher
education programs compared to their nondisabled peers (Brown, 1992; Gartin, Rumrill,
& Serebreni, 1996). A study by Bailey (1994) surveyed 45 disabled and 33 nondisabled
college students to assess whether the way disabled students value college education
differs from that of nondisabled college students. The results showed that the disabled
students were keener to improve their value to society through successful involvement
in college education than their nondisabled counterparts.
Prior to the 1970s, many students with disabilities were denied admission to
colleges and universities in the United States because of their disabilities. A 1962
survey of 92 Midwestern colleges and universities revealed that 65 would not accept
wheelchair using students (Angel, 1969). Fonosch (1980) cited a 1974 survey of 1000
four-year institutions which found that 18% rejected blind applicants, 27% rejected
applicants in wheelchairs, and 22% rejected deaf applicants.
It is very essential to consider the facilities available in the school and university
complexes which have to be suitable for the needs of disabled students. There should
be careful attention to the design of the classrooms that has to accommodate the type
of disabilities exhibited by students who are included in the classroom. Diverse severity

of the disabilities represented between the disabled students in the class might need
special demands from the classroom teacher. For example, those students with totally
blind, deafness, physically impaired, will require a significant instructional
accommodations or curriculum modifications. The classroom space, design, location,
lights, elevators, and assistive tools should be considered in environmental settings
(Schmidt and Cagran, 2008).
Many studies have discussed the difficulties that face the handicapped in the
educational environment. Hodges and Keller (1999) made a study aimed at recognizing
the extent to which students perceive accommodation of handicapped students in the
university. The results indicated that there were many problems that faced visually
impaired students. Such problems were in transport, and developing a social
relationship with their peers. Concerning the gender and the degree of disability
variables, the result did not show any statistical difference between the male or female.
This result agreed with what was found in the study made by (Ibrahim, 2001; Noghoi,
2007; Masaedeh, 1995). According to the result of this study, it was found that obstacles
towards accommodation in the university would happen regardless of the gender or the
degree of the disability of the handicapped.

The Inclusion of Students with Disabilities

Inclusive education involves teachers dealing with a larger diversity of students in
their classrooms and adapting and differentiating the curriculum to meet the wide range
of student backgrounds, cognitive abilities, physical needs, and interests. Teachers are
acknowledging that the pressure to accommodate students with disabilities into their

general education classrooms is one of the most significant challenges they face today
(Smith, Polloway, Patton, & Dowdy, 2008).
Teacher attitudes towards the inclusion of students with special needs have been
the focus of much research over the past two decades (Scruggs & Mastropieri, 1996;
Avramidis & Norwich, 2002; Hastings & Oakford, 2003). This research has established
that teacher attitudes are critical to the success of inclusive education. Much of the
literature identified in this review endorses that teacher attitudes towards inclusion are
influenced by a number of factors. These factors include: influential factors ranging
from teacher preparedness, gender influences, teacher attitudes and perceptions, years
of teaching experience, past experiences in working with special needs students, and
the availability of support services (Avramidis & Norwich, 2002; Scruggs & Mastropieri,
1996).
The implementation of inclusive education in institutions of higher learning has
been affected mainly by the negative attitude of teachers and other stakeholders. Since
inclusive education involves learners with special needs, its success to a large extent
depends on the attitude of teachers. Teachers in higher education institutions feel that
they have no experience to handle such students in their classes. They cite factors such
as class size, lack of support staff, workload and less motivation as some of the
hindrances to inclusive education.
At the core of inclusivity is the human right to education. While there are also
very important human, economic, social and political reasons for pursuing a policy and
approach of inclusive education, it is also a means of bringing about personal
development and building relationships among individuals, groups and nations. Slee

(2002) supports Touraine who views schools as instruments of political and social
change toward democracy. Slee suggests that schools are both reflections of and
training institutions for our society.
As teachers are regarded highly as the key to change in education, their feelings
of frustration and inadequacy are potential barriers to inclusive education. Such
challenges are compounded where curriculum and assessment demands may appear
inflexible. With the given of a statewide curriculum and assessment framework in
Queensland schools, it would seem that the real key to inclusivity in this context is
through pedagogical decision-making. In fact, advocates of inclusion do not tend to
focus upon inclusive education as a product but as a process (Robertson, 1999; Booth
& Ainscow, 2002; Winzer et al, 2000) founded very much on the democratic principles of
mutual respect and collaboration (Jacobson, 2000; Marshall et al, 2002). Inclusive
processes are becoming central to school effectiveness research and development.

Understanding Accommodation
Initially proposed by Jean Piaget, the term accommodation refers to part of the
adaptation process. The process of accommodation involves altering one's existing
schemas, or ideas, as a result of new information or new experiences. New schemas
may also be developed during this process. Accommodation does not just take place in
children; adults also experience this as well. When experiences introduce new
information or information that conflicts with existing schemas, an individual must
accommodate this new learning in order to ensure that what's inside the brain conforms
to what's outside in the real world.

According to Heaney and Pullin (1998), accommodation means removing

barriers and taking steps to engage students in a way that helps them reach their
potential both academically and socially. A student with a physical disability may need
accessible facilities, special equipment or technologies. A student with a mental
disability may need alternative teaching methods, adjustments to the curriculum, oneon-one assistance from a teaching aide or some time in a specialized group setting.
Solutions must involve respect for the students dignity. Fuchs (2001) concluded that the
guideline emphasizes the importance of supporting students with disabilities so they
may be included in regular classes as well as ensuring that they have access to extracurricular activities.
An accommodation is generally a change in assessment materials or procedures
that address aspects of students disabilities that may interfere with the valid
assessment of their knowledge and skills (Thurlow & Bolt , 2001) . While both
accommodations and modifications are nonstandard conditions, accommodations differ
from modification because modifications change what construct is being measured;
accommodations should only change how a construct is being measured, with the goal
of more valid assessment of students with disabilities, a leveling of the playing field,
allowing a student with a disability to demonstrate his or her true abilities to the same
extent as students without disabilities (Elliott, Kratochwill, & McKevitt, 2001; Shriner,
2000). One challenge, however, is to accommodate without introducing new
measurement biases or measuring a different construct completely.
Keim and Berstein (1996) explored when providing accommodations necessary
for ensuring complete access to and full participation in the educational process is not

intended to require the instructor to compromise academic standards when evaluating

academic performance. Rather, accommodations make it possible for a student with a
disability to truly learn the material presented and for an instructor to fairly evaluate the
student's understanding of the material without inference from the disability.
Hawkes study (2004) concluded that the presence of a disability may require that
students carry out academic tasks in a different fashion than most of us have come to
expect. Accommodation addresses the removal of barriers which are not essential
aspects of the learning process. It does not address treatment or remediation of the
primary structural or functional impairment. Academic accommodations are intended to
facilitate equal participation in the learning environment and the demonstration of
knowledge, to enable students to perform the essential requirements of their courses or
programs, unobstructed by participation restrictions resulting from the interaction of the
person with their environment. At no time should academic accommodation undermine
or compromise the bona fide learning objectives that are established by faculty of the
University. Norton, (1997) participation as a student often requires sustained sitting or
standing, listening and concentrating, fairly continuous handwriting or keyboarding, and
reading fine print, distant projections or blackboards, and computer screens. Laboratory
work poses additional requirements for positioning and dexterity. Library research
requires reaching overhead to handle heavy texts, prolonged reading and visual
scanning of electronic documents, standing in line to print/photocopy materials, or
accessing reserve readings in a limited time period, among other tasks. A structural or
functional impairment can affect these or other academic tasks, restricting a student's
participation in their curriculum.

Needs of Knowledge, Skills, and Competencies

According to Nell (1996:39-40) appropriate knowledge skills and competencies
are vitally important if inclusive education is to be successfully implemented. This
knowledge includes inter alia, the following:
In-depth knowledge of the philosophy of inclusion and the need for educators to
develop the commitment of caring required to accommodate students with disabilities,
as much as possible in regular classes, should be developed during pre-service and inservice training. Teachers in mainstream schools will have to develop an inclusion
mentality which implies that they will have to accept that they have a duty to
accommodate all learners in their classes and not to want to exclude those with
disabilities.
According to Schechtman and Or (1996), educators need to receive education
and training to gain the necessary knowledge, skills and values to cope with learners of
varying abilities and diverse needs. Policy makers must therefore focus on knowledge.
Skills and practical assistance rather than attending to educators' perceptions, needs
and emotional inhibitions. According to Booyse (1995 :59) the objective is not to train
subject educators as specialized remedial educators but to provide information about
problems that may be encountered and how these may be solved. The successful
implementation of inclusive education will depend on in-service training and ongoing
retraining (educator development of all educators). This training should have a reflective
and research approach, "exploring" innovatory ways of responding to day-to-day
concerns in the workplace (Ainscow, 1993:7).

Teaching strategies based on the individual's total level of functioning. According

to Levitz (1996), the aims of teacher education is to teach effectively in order to facilitate
learning. Universities and training colleges need to present courses for diplomas in
special education. For some educators, especially those who feel that they lack the
necessary training to teach learners with disabilities or who may be experiencing
integration for the first time, the concept is frightening and intimidating. Accepting the
responsibility to educate a learner who may present challenges is less intimidating when
the educator has the guarantee that he or she will be able to tap the expertise and
interest of other members of the team, will be able to call upon others to make decisions
and to problem-solve, and will have the support necessary in difficult times. With proper
support from the administrator, and the classroom educator, the student with disability
as well as other learners in the classroom will benefit (Eaton, 1996).