The inclusion of the physically impaired learners in the mainstream education has, lately, become a public concern as their manifold struggles will make or break their success academically. Despite this, there is a lack of action to address the problem as evidenced by the absence of a disability perspective in the Philippine context. This study, optimistically, endeavors to serve as one of the voices (amongst many) of the physically impaired. The objective is to further urge the authorities to take into consideration their pressing concerns.

This study utilized the descriptive phenomenological approach. The researcher employed purposive sampling with the following criteria: students from a public school who are in the mainstream; those who are willing to participate; are mentally sound and; those with consent from the schools they are attending and from their guardians. The researcher utilized interview to gather data from the respondents. Documentations and audio recording were used to facilitate the data gathering. This research has gained ethical approval from the UC-IERC.

Data were analyzed using the thematic analysis. Results revealed that the difficulties of the physically impaired learners vary and are dependent on the extent of their impairment. Exploring the verbatim accounts of the six (6) participants, the researcher extracted significant statements and organized the formalized meanings into clusters of themes. Three themes emerged from the data generated in the course of conversation with the physically impaired learners. The three themes are- "Cross to bear"; "Callous consideration", and; "Mind over body".

In conclusion, the participants were found to have common problems and difficulties with respect to their education. They struggled much with the physical structure of the school environment, inconsiderate classmates, lack of social acceptance, and the problem on the curriculum they have. As such, the researcher recommends that there shall be re-structuring of the guidelines or policies for the disabled students in the mainstream. With this, the physically impaired learners could have equal opportunities with the physically able. Further, the teachers and physically able students will be informed on how to help and accommodate children with disabilities. Because of the limitations of the study, the researcher recognizes that the findings may not be applied to other locale and to others with physical impairment. Thus, it is strongly recommended that a further study should be done considering a wider setting and population.

Human ; Male ; Female ; Child ; Ursidae ; Research Personnel ; Social Distance ; Disabled Children ; Philippines ; Mainstreaming (education) ; Schools ; Students ; Surveys And Questionnaires ; Documentation

INTRODUCTIONThe visual status of children with learning disabilities has not been extensively studied. This study aimed to compare vision disorders between children in mainstream classes and those with learning disabilities attending special education classes in government primary schools in Malaysia.

METHODSIn this cross-sectional comparative study, 60 school children (30 from mainstream classes and 30 from special education classes) who were matched in age (6-12 years old) and ethnicity (Malay, Chinese and Indian) were examined. The subjects were recruited using non-probability convenience sampling. A complete eye examination was performed to detect three major vision disorders, namely refractive error, lag of accommodation and convergence insufficiency.

RESULTSThe overall prevalence of refractive error, lag of accommodation and convergence insufficiency was found to be 65.0%, 43.3% and 35.2%, respectively. Convergence insufficiency (χ² = 24.073, p < 0.001) was found to be associated with children in special education classes. No association was found between refractive error and lag of accommodation (p > 0.05) with the type of classes.

CONCLUSIONChildren in special education classes are more likely to have convergence insufficiency compared to children in mainstream classes. Thus, vision screening programmes for children in special education classes may need to be modified.

Child ; Cross-Sectional Studies ; Education, Special ; Female ; Humans ; Learning Disorders ; complications ; epidemiology ; Mainstreaming (Education) ; Malaysia ; epidemiology ; Male ; Prevalence ; Schools ; Vision Disorders ; epidemiology ; Vision Screening ; methods ; Visual Acuity