Date of Publication
2024
Document Type
Master's Thesis
Degree Name
Master of Arts in Education Major in Special Education
Subject Categories
Disability and Equity in Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Educational Leadership and Management
Thesis Advisor
Lilia S. Bautista
Defense Panel Chair
Thelma Rabago Mingoa
Defense Panel Member
Jasper Q. Alontaga
Abigail Rice
Abstract/Summary
The study focused on the relationships of regular children and their peers with disabilities inside inclusive classrooms in Metro Manila. Specifically, the researcher wanted to know how well regular children think, and how they accept their peers with visible and invisible disabilities. It was hypothesized that adults such as parents and teachers play a role in influencing these children’s attitudes towards disabilities. The participants composed of regular children, teachers, and parents from inclusive private schools were selected through snowball sampling. The data collection was done from February to April 2024. The study employed a mixed-method of research (quantitative and qualitative), while statistical tools such as mean, frequency distribution, point biserial correlation, and content analysis method were used in data analysis. Both groups of data were integrated through cross-analyses and triangulation. It was revealed that regular children belonging in the said ages and levels may have a lack of understanding when it comes to the concept of disability. Their concept of disability is more focused on the general or physical characteristics of their peers and how much help would be required of them. It was also shown that the type of disability affects the preferences of regular children for interaction. Likewise, parents and teachers do not play a role in influencing regular children’s willingness to accept or stigmatize their peers.
Abstract Format
html
Language
English
Format
Electronic
Keywords
Inclusive education; Social acceptance in children
Recommended Citation
de la Rea, L. F. (2024). Accepting peers with visible and invisible disabilities in inclusive settings. Retrieved from https://animorepository.dlsu.edu.ph/etdm_elmd/44
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Embargo Period
9-27-2025
Note
Undated; Publication date supplied