Behavior of People towards PWDs

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CHAPTER 1
THE PROBLEM AND ITS SCOPE
Rationale
Disabilities are defined differently by different organizations and agencies. The
World Health Organization (WHO) describes disability as an interaction between the
individual's physical body and the features of the society in which the individual lives
(World Health Organization, 2012). The WHO defines disabilities as an umbrella term,
covering impairments, activity limitations, and participation restrictions. Impairment is a
problem in body function or structure; an activity limitation is a difficulty encountered by
an individual in executing a task or action, while a participation restriction is a problem
experienced by an individual in involvement in life situations.
Over the years, peoples perspective towards children with special needs
enormously affect their everyday living. Children with special needs who have been
sidelined or treated differently because of their disability are often placed in a least
restrictive environment or kept out of normal schools, worst, not allowed to integrate and
take part normally in the community. These people, if they are not mentally affected can
be easily absorbed and integrated. Even for those who cannot, we will show to them
that they are extra special and not different. They are also human beings who need to
be loved, respected, attended to, cared for and given a chance in the society they lived
in.
Due to the presence of discrimination in society, children and adults with special
needs will be sensitive to this. One sign is the difficulty to understand peoples' reactions

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toward them- the way they are looked at, spoken to or dealt with. For some children, life
might become lonely and isolated as they have no playmates. A sense of 'differentness'
might settle in as they have to always attend a special education center, rather than
going to a regular school. A sense of self-consciousness often develops to being treated
differently like speaking slowly to them. Its also not easy to get into high school, college
or even to get a job. The choices of their recreational or religious activities are limited to
where they are taken or where they can go without being stared as cited in Thomas
(2001).
Peoples behavior towards their perception on children with special needs study
was decided to be conducted due to the different cases that children with special needs
are judged by other people because of their physical appearance, intellectual
incapability and other factors that affect them as a human being. Other people tend to
forget that these children are also humans; they tend to call them abnormal
mongoloid and other terms which are not already accepted because laws are already
imposed. Educating other people on how they should interact, on how they should call
children with special needs, on what are the rights of these children are some of the
purposes of this study. The researchers want to help children with special needs and
their family to live life the easiest way it should be. They want them to be recognized
and be more accepted in the society just like how other normal child are treated.
Because as future special educators, it is one of their advocacies that these children are
able to do their routines as humans without being laughed, judged, bullied and stared at
as if they have committed a crime.

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Recent changes in laws, policies, and attitudes have opened opportunities for
people with disabilities to pursue education, recreation, and employment in the
mainstream of community life. Increasingly people find themselves in situations
involving people with disabilities, and they would like to behave appropriately. By
working together to create positive attitudes toward people with disabilities they can
create a better society--and that is a positive step for everyone
This research aims to gather perceptions of people to change people's
perception of special needs and to raise awareness regarding special learners.

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Theoretical Background
Fritz Heiders Attribution Theory
(1958)

Daryl Bems Self-Perception

Theory
(1972)

How People Behave to Persons with Special Needs

Positive Perceptions

Negative Perceptions

Training Matrix on Awareness

for Persons with Disabilities

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Figure 1. Schematic Diagram on the Behavior of People towards People with Disabilities

This study could focus on The Attribution Theory and The Self-Perception Theory.
The Attribution Theory is concerned with how individuals interpret events and how this
relates to their thinking and behavior. This also assumes that people try to determine
why people do and what they do. This clearly means that this can make a person
understand why another person did something that may attribute one or more behavior.
According to Heider, a person can make two attributions: 1) internal attribution which is
the inference that a person is behaving in a certain way because of something about the
person (attitude, character or personality) and 2) external attribution which is the
inference that a person is behaving in a certain way because about the situation he/she
is in. The other theory, which is the Self-Perception Theory, suggests that people infer
their own opinions, attitudes and other internal states partly by observing their behavior
and the circumstance in which that behavior occurs. According to the theory,
introspection is a poor guide to ones internal states because internal cues are weak
and ambiguous, and a person is in the same position as an outside observer, who rely
an outward behavior in interpreting anothers internal states. The theory asserts that
people learn about themselves and form self-judgements the same way they learn
about and judge others by observation. The two theories simply talks about how their
attitudes affect their perception among other people. Since all people differ in attitudes,
behaviors and opinions, they have different perspectives among other people. They
may have positive perceptions or negative perceptions. Once this happens, both would
sometimes result to misconceptions since people have different beliefs. If they get

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negative perceptions about themselves, then they would feel self-pity because they are
born like that or they were destined to be special.
Statement of the Problem

This study aims to investigate the behavior and attitudes of people towards
Children with Special Needs. Specifically, it aims to:
1. To raise the level of awareness regarding Persons with Special Needs
2. To educate people on the appropriate ways in dealing with Persons with
Special Needs.
3. To organize a training matrix to correct the misconceptions of people towards
Persons with Special Needs.

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Significance of the study

This study would help students who do not specialize in educating Children with
Special Needs understand that these children also learn like other normal children
would, only, they learn slowly. They would be aware that they are just like them.
Teachers would also benefit from this study since there are children with special
needs that are placed in a mainstream setting. They would be conscious on how to deal
with these children with special needs without hurting him or without discriminating him
from the regular students. In lieu with that, they could better apprehend that the level of
academic performance of the students is different from that of a normal child.
Knowledge of the study will help the parents, specifically those who dont have
children with Special Needs to know the prejudicial effects of discriminating Children
with Special Needs and how this could affect them as a human being.

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Definition of terms

Behavior. It is the response of an individual, group to the environment.

Discrimination. It is to unfairly treat a person or group of people differently from other
people. It is to notice and understand that one thing is different from
another thing.
Disability.

It is an umbrella term, covering impairments, activity limitations, and

participation restrictions.

Differentness. It happens when a person feels he/she is not of the same kind or he/she
feels not ordinary or common.
Impairment. It is a problem in body function or structure; an activity limitation is a
difficulty encountered by an individual in executing a task or action, while a
participation restriction is a problem experienced by an individual in
involvement in life situations.

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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter contains related studies and readings on the effects of living in
boarding houses to the academic performance of the students as well as theories that
support the study.
The concept of social stigma can be applied to a variety of groups, including those with
disabilities. Social stigmatization and discrimination can cause a person with a disability
to withdraw their participation in social life and ultimately lead to poor life satisfaction. In
other words, the way in which society perceives such individuals affects their well-being
and state of mind (Crames, Leverentz, 2010)
Prior to the twentieth century, social attitudes reflected the view that persons with
disabilities were unhealthy, defective and deviant. For centuries, society as a whole
treated these people as objects of fear and pity. The prevailing attitude was that such
individuals were incapable of participating in or contributing to society and that they
must rely on welfare or charitable organizations.
Roeher (2000) observes, an examination of attitudes towards people with
disabilities across culture suggests that societal perceptions and treatment of persons
with disabilities are neither homogeneous nor static. Greek and Roman perceptions of
disability and illness are reflected in the literature.

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According to Barker (2003), among the Greeks, the sick were considered inferior,
and in his Republic, Plato recommended that the deformed offspring of both the
superior and inferior be put away in some "mysterious unknown places" (Goldberg &
Lippman 1974). On the other hand, "Early Christian doctrine introduced the view that
disease is neither a disgrace nor a punishment for sin but, on the contrary, a means of
purification and a way of grace." Over the years, perceptions towards disability have
varied significantly from one community to another. Limited literature in disability history,
however, continues to pose a great challenge to students of disability studies in their
endeavor to trace the development and formation of perceptions towards persons with
disabilities. It is towards this end that this article seeks to present a coherent literature
review on cross-cultural factors that influence perceptions towards children and adults
with disabilities from a historical perspective. The final section provides a few examples
that illustrate positive steps taken by the international community, and several countries,
to improve disability perception.
During the 16th century, however, Christians such as Luther and John Calvin
indicated that the mentally retarded and other persons with disabilities were possessed
by evil spirits. Thus, these men and other religious leaders of the time often subjected
people with disabilities to mental and/or physical pain as a means of exorcising the
spirits (Thomas 2000).
In the 19th century, supporters of social Darwinism opposed state aid to the poor
and otherwise handicapped. They reasoned that the preservation of the "unfit" would

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impede the process of natural selection and tamper the selection of the "best" or "fittest"
elements necessary for progeny (Hobbs 2006)
Lukoff and Cohen (2006) noted that some communities banished or Ill-treated
the blind while others accorded them special privileges. In a comparison of the status of
persons with disabilities in a number of non-occidental societies, Hanks and Hanks
(2001) found wide differences. Persons with disabilities were completely rejected by
some cultures, in others they were outcasts, while in some they were treated as
economic liabilities and grudgingly kept alive by their families. In other settings, persons
with disabilities were tolerated and treated in incidental ways, while in other cultures
they were given respected status and allowed to participate to the fullest extent of their
capability
Danquah 2002 asserted that diversifications in perception of persons with
disabilities exist in Ghana as they do in other places in Africa. Among the Ashanti of
central Ghana, traditional beliefs precluded men with physical defects, such as
amputations from becoming chiefs. This is evident in the practice of destooling a chief if
he acquires epilepsy (Rottray 1952; Sarpong 1974). According to Rattray (2003),
children with obvious deviations were also rejected. For instance, an infant born with six
fingers was killed upon birth. Severely retarded children were abandoned on riverbanks
or near the sea so that such "animal-like children" could return to what was believed to
be their own kind.
Bjorn (2000) observed that in some communities in Kenya and Zimbabwe, "a
child with a disability is a symbol of a curse befalling the whole family. Such a child is a

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"shame" to the whole family, hence their rejection by the family or the community.
Children who are met by those beliefs and attitudes can hardly develop to their full
potential: "They get less attention, less stimulation, less education, less medical care,
less upbringing and sometimes less nourishment than other children."
In contrast, the Ga from Accra region in Ghana, treated the feeble-minded with
awe.They believed the retarded were the reincarnation of a deity. Hence, they were
always treated with great kindness, gentleness and patience (Field 2010).
Lippman (2000) observed that in many European countries, such as Denmark
and Sweden, citizens with disabilities are more accepted than in the United States. He
also found that, these countries provided more effective rehabilitation services. The
prevalent philosophy in Scandinavian countries is acceptance of social responsibility for
all members of the society, without regard to the type or degree of disabling condition.
Thomas (2000) sees societal perceptions and treatments of persons with
disabilities within cross- cultural settings as a kaleidoscope of varying hues that reflect
tolerance, hatred, love, fear, awe, reverence and revulsion. The most consistent feature
in the treatment of persons with disabilities in most societies is the fact that they are
categorized as "deviants rather than inmates by the society."
The desire to avoid whatever is associated with evil has affected people's
attitudes towards people with disabilities simply because disability is associated with
evil. Most of these negative attitudes are mere misconceptions that stem from lack of
proper understanding of disabilities and how they affect functioning. "These

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misconceptions stem directly from the traditional systems of thought, which reflect
magical-religious philosophies that can be safely called superstition" (Abosi, 2002).
In addition to other perceptions, social attitudes towards persons with disabilities
are reflected in the family, which teaches by example customs and institutionalized
values. For example, Gellman (2003) strongly believes that child-rearing practice tend
to predetermine an adult's behavior towards persons with disabilities. This concept is
consistent with cross-cultural research conducted by Whiting and Charles (2000), which
provides evidence that child- rearing practices influence attitudes towards illness and
disability.
As Wright further observed: "Attitudes and behavior towards physical deviations
are tenaciously held and transmitted to the young as much because they are felt to fit
with sound and comprehensive beliefs and because of less clear emotional prejudice"
(Wright 2000 pg. 256).
As Goffman (2001) indicated, "Society establishes the means of categorizing
persons and the complement of attributes felt to be ordinary and natural for members of
these categories." When a stranger is encountered for the first time (by an individual or
group), judgments are frequently based on physical appearance.
In many instances, the initial response is to place the individual in a
predetermined category based on what is assumed to be his or her attributes and status
based on exterior visage. Attitudes towards persons with disabilities are compounded by

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the fact that in many instances a person's disability is perceived as extending far
beyond the necessary limits of the disability to affected traits and functions (Jaffe 2004).
Wright (2000) describes this phenomenon of stigma extension as takes place
when a person with a disability is seen as disabled not only with respect to the specific
area of disability, but also to other characteristics, such as personality and adjustment.
Physique (as well as certain other personal characteristics) has an enormous power to
evoke a wide variety of expressions and feelings about the person. In fact, physical
deviation is frequently seen as central key to a person's behavior and personality and
largely responsible for the important ramifications in a person's life. This spread holds
for both the person with a disability himself and those evaluating him.
Persons with disabilities frequently find their opportunities limited because of
social rejection, discriminatory employment practices, architectural barriers and
inaccessibility to transport. In this context, therefore, societal attitudes are significant
since they largely determine the extent to which the personal, social, educational and
psychological needs of persons with disabilities will be realized (Jaffe, 2002; Park,
2008).
"Each group of people learns the stereotypes that others have on it and then
develops its auto-stereotypes to match it" (Triandis 2005 pg. 107). Wright (2000)
describes the self-concept as a "social looking glass." In this looking glass, ideas and
feelings about the self-emerge largely is the result of interaction with others. The selfimage of persons with disabilities is therefore more often than not a reflection of social
stereotypes or reactions to them. Rejection, for example, produces inferiority, self-

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consciousness and fear (Barker et al., 2001; Roeher, 2003; Wright 2000). Thus,
community attitudes affect self-perception. They also limit the opportunity to associate
with others, the extent of one's mobility and the possibilities of employment (Hobbs,
2006).
In the field of education, perceptions towards children and adults with disabilities
have changed significantly. The greatest challenge in education today, according to
Birch and Johnstone (2003), is ensuring that all schools are as readily and fully
accessible to persons with disabilities as to the non-disabled. From every standpoint,
whether that of human rights, economic efficiency, or social desirability, the national
interest should be to serve children with disabilities equally with all others.
Recent international and national legislation has cast increasing light on the
philosophy of inclusion and inclusive schooling. Grounded in UNESCO's education
policy, adopted at the Salamanca Conference 1994 (UNESCO 1994), inclusive
education is progressively being accepted as an effectual means by which biased
attitudes towards student with disabilities may be reduced (Pearl Subban & Umesh
Sharma 2006).
The Salamanca Statement and framework for Action promulgate education for
every individual as a basic human right for all, irrespective of individual differences
(UNESCO 1994). Further, international focus through the "Education For All", a 1989
United Nation Convention on the Rights of Children; the 1990 Jomtien Declaration; and
the World Summit on children, required countries to commit themselves in providing

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education to all children including marginalized children (United Nations Organization

1989). These international developments have impacted on national policy and practice.
According to the 1993 U.N. Standard Rules on the Equalization of Opportunities
for Persons with Disabilities (1993), "States should recognize the principle of equal
primary, secondary and tertiary educational opportunities for youth and adults with
disabilities in integrated settings. They should ensure that the education of persons with
disabilities is an integral part of the educational system". This is a specific support for
inclusive education.

CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the research methodology used in this study. It includes
the research method, the sources of the data, the research instruments, the data
gathering procedure and the statistical treatment of data.
Research Method
In this research, the researchers will use the Quantitative Research. This would
entail the Descriptive type of research. Survey questionnaires will be distributed to the
respondents and the data gathered will be analyzed. This research will also use a
Qualitative research since the researchers will observe and describe the behavior of
people towards people with special needs.
Research Respondents

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The subjects of this study will be 50 random people who are not involved with
Special Education. These will be 20 students from different universities who didnt take
up Special Education, 10 teachers who didnt specialize in Special Education, 15 out of
school youth and 5 parents
RESPONDENTS
Students
Teachers
Out of School Youth
Parents
TOTAL

Number of Respondents
20
10
15
5
50

%
40%
20%
30%
10%
100%

Research Environment
This research will be conducted in Cebu City. Cebu City, officially the City of
Cebu is the capital city of the province of Cebu and is the "second city" of the
Philippines being the center of Metro Cebu, the second most populous metropolitan
area in the Philippines after Metro Manila. The city is located on the mid-eastern side of
Cebu Island. It is the first Spanish settlement, the country's oldest city and the first
capital of the Philippines. It is considered as the Fount of Christianity in the Far-East.
Data Gathering Procedure
These steps were done for the researchers to be able to gather sufficient and
useful information to help them in their proposal.
After gathering enough data through the survey questionnaire and interview, the
researchers will make a table to present the summarized data that would suffice the

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study. Through the data, the researchers will interpret the data and will present the
results of the conducted survey.
Statistical Treatment of Data
Percentage and Ranking
To interpret the data, the computation of the Percentage and Ranking will
be done. To get the percentage, the total frequency was counted and the total
was divided into N= 60, wherein 60 represents the total number of respondents.
After computing the result, it will be multiplied by 100. Ranking is used to know

the relative position of the scores. The formula for ranking is:

fx
x 100=
n

CHAPTER 4
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter shows the answers to the questions of the research through the use
of survey questionnaire. The researchers interpretations are based from the analysis on
the graph presented.

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Types of Disabilities
Learning Disability
Chronic Illnesses
Out of School Youth
Psychological Condition

Students
Teachers

Intellectual Disability

Column1

Orthopedically Impaired
Deafness
Blindness
0%

10% 20% 30% 40% 50% 60% 70%

1. Disabilities people usually encounter

The graph shows that most of the out of school youth encounter people with
visual impairment and hearing impairment compared to students, teachers and parents..
The table shows that Blindness and Deafness are prevalent disabilities that people
usually encounter (Wallace, 2003) In the survey of the National Disabilities Association,
the most common disabilities reported were conditions that substantially limit one or
more basic physical activities, with 3% citing deafness or a severe hearing impairment.
2. How people react when they encounter PWDs

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Reaction when People encounter PWD's

Curious
Make fun
Offer my seat
Help them

Out of School Youth

Students
Teachers
Parents

Socialize
Ignore
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

The graph shows that most of the respondents help persons with disabilities
when they need help. It is an innate attitude that people help persons especially
when they have difficulty, regardless of the attitude of a certain person. (Robinson,
2009) Blanket assertions that people have either negative or positive attitudes to
disabled people do not hold up to scrutiny; that is according the Social Attitudes
Survey of 2009. Fisher (2009) reiterates that attitudes and behavior are correlated
but they are not always the same; a person can think and feel in one way, and but
act in another (even the opposite) way. This means that no matter how you think
about something, you may act the opposite. Regardless of your perception on a
disabled person, you help them since you see them having trouble with commuting
or with doing school work.

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3. Opinion of PWDs being treated more favorably than normal people

Parents

Teachers
Yes
Column1
Students

Out of School Youth

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

The graph shows that most of the respondents agree that persons with
disabilities are treated more favorably than normal people. The National Disability
Authority affirms in their 2006 survey that there are occasions or circumstances when it
is alright to treat people with disabilities more favorably than others since most of them
are deprived from doing other things because of their disabilities. Batas Pambansa 344
(R.A 344) also affirms that these persons with disabilities should be prioritized by
constructing ramps and other mobility access for persons with disabilities or else their
proposed license to erect a building or a public facility may be revoked or denied. This
only shows that regardless of the purpose of building a certain infrastructure for the
common people, it would not be possible unless a lane for PWDs are part of the plan,
and that clearly implies that persons with disabilities are treated more favorably than
normal people. The graph also shows that the most of the out of school youth
respondents disagree on PWDs being treated favorably than others. It is possible that
most of them may not be oriented or aware that there are certain occasions that these
people should be prioritized because of their deficits.

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4. Opinion on PWDs receiving Equal Opportunities

100%
90%
80%
70%
60%
Yes

50%

Column1

40%
30%
20%
10%
0%
Out of School Youth Students

Teachers

Parents

The graph conveys that most of the respondents agree that PWDs do not
receive equal opportunities (except for most of the students who believe that PWDs
receive equal opportunities). This is asserted in the 2006 Survey on Public Attitudes to
Disability that more than 50% of respondents thought that people with disabilities did not
receive equal opportunities in education and more than 70% thought that they did not
receive equal opportunities in employment. Most people have a thinking that these
PWDs have certain deficits which make them less useful compared to normal people.
In a Stanlland (2009) affirms this since many people expressed views that suggest they
see disabled people as less capable than non-disabled people. Four in ten people think
of disabled people as less productive than non-disabled people all or some of the time
and over three quarters of people think of disabled people as needing to be cared for
some or all of the time.

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5. Participation in Life/School
100%
90%
80%
70%
60%
Yes

50%

No

40%
30%
20%
10%
0%
Out of School Youth

Students

Teachers

Parents

The figure shows that 50% of the respondents say that PWDs are not able to
participate fully in life, while the other 50% assert that disagree that persons with
disabilities are not able to participate fully in life. The National Disabilities Association
stated in their study that PWDs are still able to participate fully in life through education
and vocational activities. What makes them not able to participate fully is the stigma that
these persons are useless. The stereotypical views held about persons of

minority

groups,

including

those

with

disabilities,

affect

the

development of children who receive both blatant and subtle messages

that challenge their integrity as learners. Many will never reach their
fullest

potential

because

of

their

discrimination (Genesi, 2007, p. 2)

exposure

to

prejudice

and

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6. How people feel when seeing PWDs (for students and Out of School Youth only)
80%
70%
60%
50%
40%
30%
20%
Out of School Youth

10%
0%

Column1

The figure shows that the respondents feel very lucky and say that they dont
deserve to be disabled when they encounter persons with disabilities. They may have
felt what the struggles of being disabled are, how unfairly treated these people are
treated compared to normal people. Thompson (2005) said that these people with
disabilities have a different lifestyle which is complicated compared to normal people.
This may cause their limits in their day-to-day living. Having said that, the respondents
may have interacted well with their disabled peers which help them understand how
they feel.

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6. Discrimination in Society (For parents and Teachers only)

Parents

Yes
No

Teachers

0%

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The graph clearly shows that 100% of the respondents agree that despite the
mandates provided for the PWDs, discrimination is rampant in the society. Children and
adolescents with disabilities face inequalities in healthcare, transport, education,
employment and other aspects of human endeavor. About 85% of them live in
developing countries where they often suffer neglect, stigma and discrimination (United
Nations Childrens Fund, 2005). Negative attitudes resulting in discrimination

in the workplace continues to be a significant problem for people with

disabilities (Brostrand, 2006). Harmful attitudes that limit and restrict

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are institutionalized in policies and services and so maintain the

historic disadvantage that disabled people have faced (Massie, 2006).

7. How people are comfortable when they encounter PWDs.

70%
60%
50%
40%
30%
20%
10%
0%

Out of School Youth

Students

Teachers

Parents

10

The scale shows that non-disabled persons are fairly comfortable

when they encounter persons with disabilities. Attitudes can vary
towards people with different impairments. They can also vary
depending upon the context in which people interact with disabled
people,

according

comfortable

to

interacting

Stanlland
with

(2009).

people

Most

with

people

sensory

or

are

fairly

physical

impairments in all the scenarios asked about. Prejudice towards people

Behavior of People towards PWDs

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with

mental

health

conditions

and

learning

disabilities

was

considerably higher and varied more depending on the scenario in

which respondents would interact with the disabled person. (Social
Attitudes Survey 2009)

8. What they usually call these Persons with Disabilities

RESPONDENTS
Out of School Youth

WHAT THEY CALL PWDs

abnormal, way gaway, mongoloid, PWD,

Students

disabled persons
special, autistic, disabled, by their names,

Teachers

mongoloid, abnormal, boang,

special, less fortunate, persons with special

Parents

needs, given names, normal people

special, mongoloid, disabled

From the table shown, the predominant terms for Persons with
Disabilities are abnormal and mongoloid. Sometimes people refer to
disabled people in a negative way. This could include making jokes or
using

offensive

language

(Stanlland

2009).

Thompson

(2005)

reiterated that sometimes people refer to disabled people in a negative

way. This could include making jokes or using offensive language.
Today, the terms abnormal, mongoloid and other derogatory terms can

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be used as alas for suing since it is very sensitive for persons with
disabilities. (Fisher, 2009)