International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
Persons with Disability of the College of Education: Their Engagement and Academic Performance
Leah N. Barbado, MAEd, MAS
Associate Professor III, Camarines Norte State College, College of Education, Philippines
Abstract: This study described the engagement and academic performance of persons with disability (PWD). Descriptive-correlational method was employed to describe and determine the relationship between student engagement and their academic performance. The data were treated using SPSS Software. The respondents of the study are the thirty (30) visually and physically impaired graduates who were selected purposively. The following findings were arrived at: The female respondents outnumbered the male in both BSEd and BEEd courses. Persons with sensory and physical disabilities constituted the PWD College of Education (COEd) graduates. There are more respondents who graduated in 2018 and 2019 for BSEd, and 2019 for BEED. Respondents often perform the activities listed along extra-curricular and curricular activities. BEEd were more engaged in extracurricular activities. The highest GPA of both BSEd and BEEd respondents’ range between 2.01 – 1.50, i.e., 18 (85.71%) and 9 (100%), respectively for a total of 27 or 90 percent out of 30. Further, this disclosed that the academic performance of the respondents is above satisfactory. Twenty percent of the respondents got a Licensure Examination for Teachers (LET) rating ranging from 85.00 to 85.99. There is no significant difference in the participation or engagement of the respondents in both curricular and extracurricular activities. The respondents did not differ in their academic performance as well as in their licensure examination performance. T-test results revealed that the level of engagement of students with disabilities affect their academic performance.
Key Words: Education, Engagement, Student Performance, Visual Impairment, Physical Disability
I. INTRODUCTION
The right to education is now accepted as a fundamental human right for everyone and important developments have taken place which aim at addressing the educational needs of persons with disabilities. Students’ academic performance plays a crucial role in producing the best quality leaders and manpower for the country (Ali et al, 2009). Higher education opens opportunities for career development, meaningful occupation and a chance for a dignified life for persons with disability. Access to higher levels of education for students with special needs means better chances for them to integrate into society in general and to employment in particular so that they might sustain themselves financially and with dignity. (Laron report, 2005)
People with disabilities face specific challenges in the pursuit of their right to education resulting in a reduced access to mainstream education, specific provisions guarantee their right to education and encourage countries to adopt an approach that