perfectly incomplete masterpiece

1. Chapter 1
Chapter
2
Chapter 3
Chapter 4
“PERFECTLY INCOMPLETE MASTERPIECE”
EXPLORING DISABILITIES OF LEARNER’S LIVED
EXPERIENCES WITH THEIR DISTINCTIVE
SPECIAL CONDITION
Cebuano National High School.
Grade 11- Platinum
Adagan, Jay Mark T.
Carido, Micco A.
Habaṅa, John Vincent C.
Magon, Ivan M.
Sedantes, Nicko R.
Calderon, Sheila Mae
Cortez, Apple Iya V.
Lorenzo, Aprille Margarette B.
Rebosquillo, Janice D.
Tagdungan, Pauleen M.
Tumbiga, Gealian L.

2. RATIONALE
STATEMENT OF THE
PROBLEM
SCOPE AND
LIMITATIONS
Chapter 1
Chapter
2
Chapter 3
Chapter 4
People with disability continued struggling and faces several predicaments
affecting them socially and mentally. This study aims to predispose experiences of
impaired learners, how they manage interacting despite having conditions. According
to Liasidou (2013) shows that historically, disability was not taken into consideration
when discussing issues of unequal and discriminatory treatment. It was rather
conceptualized as an individual pathology aspect of a person’s make-up that provided
justification for any kind of unequal and discriminatory treatment.
Furthermore, this study is purposely produced to alter peoples perspectives
towards impaired learners of Cebuano National High School. Journeying through life
with disability is never simple yet inspiring as it brings positive changes and
progression.

3. RATIONALE
STATEMENT OF THE
PROBLEM
SCOPE AND
LIMITATIONS
Chapter 1
Chapter
2
Chapter 3
Chapter 4
Many people would benefit through this study, this
could influence other people’s perspectives towards disabled
students, and this somehow provides knowledge and
information that could hone a person’s characteristics. Several
battles of disabled students will be depicted as you go on with
this research. The researcher will provide concrete information
acquired from the interview conducted, this could positively
lead to a better understanding of what disability really means.

4. RATIONALE
STATEMENT OF THE
PROBLEM
SCOPE AND
LIMITATIONS
Chapter 1
Chapter
2
Chapter 3
Chapter 4
In order to tease out this study further, we have also examined factors that
impact how people define disability. Using biological, social and psychological
approaches, we have contextualized individual attitudes as providing additional new
information about social meanings of disability, and set this study’s results against
the larger backdrops of debates over meanings of disability within Disability Studies.
In our research, participants revealed complex understandings of disability, but most
often defined disability as preventing or slowing action, as a typical function, a lack
of independence, and as a socially constructed obstacle. Participant’s unconscious
(implicit) disability attitudes significantly related to their understandings of disability
as lacking independence, impairment, and/or in relation to the norm, and their
conscious (explicit) disability attitudes.

5. • 1. Ho w is yo ur phys ic al c o nditio n?
• 2. Ho w did yo u g et this c o nditio n?
• 3. Is there any m ino r/m ajo r pro blem s that o c c ur ins ide
yo ur ho m e bec aus e o f yo ur c o nditio n?
• 4. Ho w did yo u m anag e interac ting with o ther peo ple
des pite o f yo ur c o nditio n?
• 5. W hat c o m es in yo ur m ind every tim e s o m eo ne
neg atively thinks abo ut yo u?
• 6. Ho w do es yo ur dis ability hinder yo ur life fro m g etting
what yo u want
Chapter 1
Chapter
2
Chapter 3
Chapter 4
RATIONALE
STATEMENT OF THE
PROB LEM
SCOPE AND
LIMITATIONS

6. The primary goal of this study is to tell the real-life stories of
the disabled students at Cebuano National High School. It deals with
the experiences of those students who are impaired, and the
researchers want to discover if their condition influences how they
live their daily lives and interact with others. The study's time and
participant availability restrictions stemmed from the fact that it was
conducted solely within the school.
Chapter 1
Chapter
2
Chapter 3
Chapter 4
RATIONALE
STATEMENT OF THE
PROB LEM
SCOPE AND
LIMITATIONS

7. Chapter 1
Chapter
2
Chapter 3
Chapter 4
SIGNIFICANCE OF THE STUDY
The significance of this study are it offers insights and
lessons that might alter how people view students with
disabilities. As well as it encourages us to avoid presumptions and
broaden our conceptions of what is "normal" in order to better
grasp what it means to be disabled.
This study has great significance to researchers in order to
disability studies examine how physical, mental, or psychological
disabilities are defined and how they affect disabled people. With
the ultimate goal of minimizing all forms of prejudice and
discrimination towards students with disabilities. Eventually, it
examines disability from a medical, legal, and cultural
perspectives.

8. Chapter 1
Chapter
2
Chapter 3
Chapter 4
SIGNIFICANCE OF THE STUDY
Students - This study will serve as a guide to students
on how they socialize with their schoolmates who has
impairments. With this, they will be enlightened and
Open their mind and heart to accept their physically
disabled schoolmates without judgement.
Teachers - This study will help the teacher to
implement plan in helping the students who has
impairments on how to cope with their lesson and
activities without feeling feazed.

9. Chapter 1
Chapter
2
Chapter 3
Chapter 4
SIGNIFICANCE OF THE STUDY
Parents and Guardians - Parents and guardians could encourage
their children specifically those who has impairments to go to
school, it is also to know how their children behave at school,
likewise, this would give them the opportunity to help, guide their
children leading with the problem that may affect performance
especially with regards to their academics.
Future Researchers - The conducted studies will help further
open door for future researchers to refine and expand studies in
relation to students with impairments. This may serve as a source
of information about the lived experiences of incomplete
masterpiece.

10. Chapter 1
Chapter
2
Chapter 3
Chapter 4
DEFINITION OF TERMS
Masterpiece - an outstanding artistry within a person
with disability: An incomplete work of art with a perfect
figure that symbolizes courage and confidence. This
often consider as peculiar workmanship which possessed
extraordinary skills and unique form of a thing or
person.
Ableism - a special gift or condition given purposely to
experience the real battle of life. This somehow confers
to people in order for them to feel the essence of
hardship and braveness.

11. Chapter 1
Chapter
2
Chapter 3
Chapter 4
DEFINITION OF TERMS
Disability - a condition acquired by people not to feel struggles
but to realize and determine what life is all about and what life
really means. This helps honing a persons personality and
behaviour as well. For instance, this negatively affect peoples life
as considered by many, however this was not proven and instead
came out as opposition statement.
Impairment – it is the dysfunction of a person’s body structure.
Special condition - a distinct condition of a person; an individual
with its own unique property that doesn’t exist on any other
people.

12. Chapter 1
Chapter
2
Chapter 3
Chapter 4
DEFINITION OF TERMS
Distinctive condition - distinctive condition refers to a
specific trait or characteristic that sets something or someone
apart from others. It could be a unique physical or mental
attribute, a specific requirement or circumstance, or a rare
occurrence
Perfectly incomplete - refer to something that is
intentionally left unfinished or imperfect, but still considered
to be whole or complete in its own unique way. It could be a
piece of art, a story, a musical composition, or any other
form of creative expression that intentionally embraces
imperfections or seeks to leave room for interpretation and
imagination.

13. Chapter 1
Chapter
2
Chapter 3
Chapter 4
DEFINITION OF TERMS
Activity limitation – these are the activities that people
with disabilities have difficulties with, such as walking,
touching, seeing, or problem solving.
Disorder – it is the disruption of a person’s mind or
body functioning.
Biopsychosocial - are factors affecting disabled
student’s daily living.

14. Chapter 1
Chapter
2
Chapter 3
Chapter 4
REVIEW RELATED LITERATURE
Be Who You Are: Social Identity and Social Disability as Experienced by
6th Grade Students with Learning Disabilities Educated in the Least
Restrictive Environment: A Phenomenological Study
( Kimberly P. Johnson, 1 April 2022 )
This study aims to describe the experience of sixth graders with learning
disabilities being taught with non-disabled peers in a least restrictive
environment. It focuses on their social identity when academic
expectations are low and they are not viewed as equal partners in
school. Shorten what text? Please provide the text you want me to
shorten. Two theories guided this study, social identity theory, and the
social model of disability. This study utilized three data collection
method: visual representation, interview, and document analysis.

15. Chapter 1
Chapter
2
Chapter 3
Chapter 4
REVIEW RELATED LITERATURE
.
Students with Specific Learning Disabilities Experiences of Pre-
registration Physiotherapy Education: A Qualitative Study
( M. Norris, et al., 31 December 2019)
The purpose of this study was to explore the experiences of disabled
physical therapist students during their training and to elucidate
factors that may influence their success. It uses qualitative study
drawing on phenomenological traditions. Four focus groups including
15 students with disabilities were conducted.

16. Chapter 1
Chapter
2
Chapter 3
Chapter 4
REVIEW RELATED LITERATURE
Adapted New Tertiary Phys ic al Ac tivities for Students with
Dis abilities ( Ronel San J uan Peroming an, et al., 17 April 2023)
This s tudy was c o nduc ted to pro vide im pro ved and adapted phys ic al
educ atio n c urric ulum fo r s tudents with dis abilities .
As part o f this res earc h, an im pro ved and adapted phys ic al educ atio n
c urric ulum fo r c o lleg e s tudents with dis abilities was develo ped. This
res earc h paper was des c riptive res earc h utiliz ing qualitative and
quantitative m etho ds . Q ualitative and Q uantitative analys is , interviews ,
ques tio nnaire c hec klis t, and Fo c us ed Gro up Dis c us s io n (FGD) were do ne.
The s tudy was partic ipated by three tho us and three hundred (3300)
s ervic e PE s tudents and ten (10) phys ic al educ atio n teac hers handling firs t
year and s ec o nd year s tudents .

17. Chapter 1
Chapter
2
Chapter 3
Chapter 4
REVIEW RELATED LITERATURE
Inc lus ive Clas s rooms : Making it work for Peers of Children with
Dis ability (Karen S. Sag un-Ong tang co, et al., 2021)
A to tal o f 3 reg ular s c ho o l teac hers and 49 s tudents ag ed 9 to 12
fro m 3 c ities in Metro Manila partic ipated in the 8-week pro g ram .
In additio n, unintended po s itive o utc o m es fo r teac hers
im plem enting the pro g ram are evident in her fo ur them es :
K no wing , Do ing , Apprec iating , Teac hers o n the Fro ntlines ,
Co llabo rative Effo rts fo r Inc lus io n, and J o urneys with Students .

18. Chapter 1
Chapter
2
Chapter 3
Chapter 4
REVIEW RELATED LITERATURE
Developing a Curriculum for the Transition Program of Special Learners in
the Philippines (Greg Tabios Pawilen, et al., 2018)
It explains the idea of a transition program in Philippine context, discusses
the curriculum framework, and proposes a curriculum development model
for creating a relevant and responsive transition program. The study is a
product of a five-day planning and situational analysis on transition
program in the country. This study was participated in by Fourteen (14)
SPED teachers, Two (2) grade school Master Teachers, Three (3) Division
Supervisors, Six (6) Regional Supervisors, and Three (3) School Heads who
were involved in the implementation of the transition program.

19. Chapter 1
Chapter
2
Chapter 3
Chapter 4
THEORETICAL FRAMEWORK
Theoretical framework:
Drs. George Engel and John Romano's Biopsychosocial
Model of Disability
Dr. George Engel and John Romano, the
biopsychosocial perspective is more appropriate when
analyzing the causes of mental illness. The model introduces
the idea that there are biological, psychological, and social
determinants to mental health. This idea links the outside
world to someone’s biology and psyche.

20. Chapter 1
Chapter
2
Chapter 3
Chapter 4
THEORETICAL FRAMEWORK
Through the use of this theory, this connects
biological, psychological, and social factors
that is affecting learners with disabilities.
This provides altered perspectives to every
individual about the experiences of disabled
students that they have encountered whether
it is positive or negative. Biopsychosocial
considered three factors that helps honing a
person holistically.

21. Chapter 1
Chapter
2
Chapter 3
Chapter 4
THEORETICAL FRAMEWORK

22. RESEARCH DESIGN PARTICIPANTS INSTRU MENT
Chapter 1
Chapter
2
Chapter 3
Chapter 4
This study will use Qualitative existentialist
phenomenological approach. According to Dr. C. George
Boeree, Phenomenology is a research technique that involves
the careful description of aspects of human life as they are live;
Existentialism, deriving its insights from phenomenology, is the
philosophical attitude that views human life from the inside
rather than pretending to understand it from an outside,
“objective” point-of-view.

23. Chapter 2
Chapter 3
Chapter 4
Chapter 5
RESEARCH DESIGN PARTICIPANTS INSTRUMENT
The respondents to this study were physically disabled students at
Cebuano National High School. Participants were selected purposefully,
which helps the researcher find the real educational and physical
conditions of physically disabled students.
The sample size of the inquiry depended on what the researcher
wanted to know, the purpose of the inquiry, the credibility of the study,
and what could be done with the available time and resources. This study
was qualitative research. Three physically disabled students were selected
as the respondents for the interview from all grade levels. The physically
disabled students of Cebuano National High School.

24. This section provides a description of the instruments to be
used in the data collection process. The information in this was
gathered through the use of triangulation technique, namely KII
(key informant interview), note taking, and audio and video
recording. Through in-depth interviews, it allow participants to
share their personal experiences as well as their deepest stories.
This technique is used to collect concise data from physically
disabled students.
Chapter 2
Chapter 3
Chapter 4
Chapter 5
RESEARCH DESIGN PARTICIPANTS INSTRUMENT

25. DATA GATHERING
PROCEDU RE
DATA ANALYSIS
ETHICAL
CONSIDERATIONS
Chapter 2
Chapter 3
Chapter 4
Chapter 5
The following procedures were observed during the data gathering:
To gather information related to the study, the researchers conducted an in-
depth interview. As part of the interview, the researchers also asked the consent
of the participants to used an audio and video recorder to record their responses.
The researchers used a camera to capture pictures for the documentation of
the research data gathering procedure.
Responses were then transcribed and the transcripts were reviewed for
accuracy before proceeding to the data analysis.

26. DATA ANALY SIS
DATA GATHERING
PROCEDURE
ETHICAL
CONSIDERATIONS
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Narrative analysis is used in providing vital stories of
participants. This analysis helps the researcher to easily
convey concrete information about the respondents
experiences in creative way. In data analysis, venue and
ways of acquiring informations are being signified.
Essential datas about how the interview conducted and
how informations were collected are being depicted.

27. DATA ANALY SIS
DATA GATHERING
PROCEDURE
ETHICAL
CONSIDERATIONS
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Data Collection Participants were interviewed at their
school in a large covered area located in the front office of
the school in close proximity to the principal and in order
to establish a sense of rapport. Each participant was
interviewed one-on-one . After the interview transcripts
were completed, a follow-up member checking session
was held to verify the interview transcripts. The interview
sessions were videotaped with audio recording as back-up.

28. DATA ANALY SIS
DATA GATHERING
PROCEDURE
ETHICAL
CONSIDERATIONS
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Participants were asked questions about themselves, their
day, any interesting events at the school and their
experiences. Once the participant was ready to begin, a
brief introduction was read and the interview questions
were asked. The participants in this study had some
difficulty being interviewed for extended periods of time,
however, they still manage to finish the interview on time.

29. DATA ANALY SIS
DATA GATHERING
PROCEDURE
ETHICAL
CONSIDERATIONS
Chapter 2
Chapter 3
Chapter 4
Chapter 5
After the interview, the organizing and preparation of the
data stage started with the transcription of audio tapes. Any
participants identification was changed or eliminated, and
participants were given false names.
The researchers manually collected all the important
informations and reviewed all the finished parts to ensure
reliable and concrete informations were gradually depicted
and portrayed.

30. ETHICAL
CONSIDERATIONS
DATA ANALYSIS
DATA GATHERING
PROCEDU RE
Chapter 2
Chapter 3
Chapter 4
Chapter 5
The participants' anonymity and confidentiality were protected by
withholding their names and identities during data collection, analysis, and
reporting of the study results. The privacy and confidentiality of the
interview environment would be rigorously managed during the interview
session.
Data analysis and dissemination were carried out in a separate room
using earphones to reduce the possibility of recordings being overheard by
others. Individual identities were disguised throughout data transcription. In
the transcript, the participants were identified by their pseudonyms. The
study's findings were communicated through quotes.

31. ETHICAL
CONSIDERATIONS
DATA ANALYSIS
DATA GATHERING
PROCEDU RE
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Any written consent or other document containing
the personal information of the participants was
maintained in a safe area to which only the researcher had
access. After the study was completed, both the written
and electronic records were destroyed. The interview
tapes, however, were deleted after they were no longer
needed.

32. RESU LTS AND DISCU SSION
Chapter 2
Chapter 3
Chapter 4
Chapter 5
In this section, experiences of disabled learners are
signified. The experiences of this following participants Ethan,
Beatrice and Sharmila are depicted. Their journey with
disability, how the researchers approach these respondents and
their situations throughout their existence.

33. THEMES
Chapter 2
Chapter 3
Chapter 4
Chapter 5
SOP 1&2 - The Grounds They Have Been Acquainted
Here lies the beginning and the reason of the participants’ disabilities. It
merges the themes such as the same feeling of achiness and limitations. The
grounds of their disabilities, the pathology. If it inborn, cause by some side
effects, or accidental.
SOP 3 - Facing the Barriers
The themes like, family conflict, financial problems, hospital bills, and
bullying are factors that likely influenced the students’ social aspect.
SOCIAL SCIENCE QUERIES INTERPRETATION

34. THEMES
Chapter 2
Chapter 3
Chapter 4
Chapter 5
SOP 4&5 - Dealing with People and Judgement
This integrated the themes concerning the participants’ approach towards
other people and their judgement. It includes social anxiety and
comfortableness with their close friends. The customary of the negative
judgement and the lessons it brings.
SOP 6 - Aspired Ambitions with Arduous Instance
The themes present in this questions is commonly surrounding active
activities. These ascertain the activities that the participants want to act but
their condition hinders them, such as, dancing, doing sports or joining
competitions.
SOCIAL SCIENCE QUERIES INTERPRETATION

35. SOCIAL SCIENCE
Q U ERIES
THEMES
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Besides identifying indigenous themes—themes that
characterize the experience of informants—researchers are interested in
understanding how textual data illuminate questions of importance to
social science. Spradley (1979:199–201) suggested searching interviews
for evidence of social conflict, cultural contradictions, informal methods
of social control, things that people do in managing impersonal social
relationships, methods by which people acquire and maintain achieved
and ascribed status, and information about how people solve problems.
INTERPRETATION

36. INTERPRETATION
THEMES
Chapter 2
Chapter 3
Chapter 4
Chapter 5
The biopsychosocial model of disability was the predominant way of
describing disability factors and considers disability to be physical or mental
impairment of the individual that has personal, biological and social
consequences. The biopsychosocial of disability suggests the limitations
faced by people with disabilities primarily result from their impairments.
Thus, the researcher chose to consider all the factor of models when
describing experiences of disabled learners that includes this following
dilemmas, such as family conflicts, social anxiety, discrimination, bullying,
socially uncomfortable, treated unequally, financial difficulties, and painful
words.
SOCIAL SCIENCE
QUERIES

37. INTERPRETATION
THEMES
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Psychological: the researcher use the students experiences of living with diverse
physical, cognitive and sensory or affective functions than the majority of the
population to understand how they perceive their disabilities interfere with or prevent
them from engaging any activities.
Social:the researcher use the students experiences of facing attitudes, structures, bias,
stigma and discrimination based on their different physical, and cognitive or affective
functions to understand how the students perceive that societal structures or attitudes
interfere with or prevent them from engaging in research.
Biological: the researcher used the students experiences towards their journey to
easily understand what lacks on them, and what circumstances affecting their daily
living because of the things they cannot easily do.
SOCIAL SCIENCE
QUERIES

38. CONCLUSION
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Future researchers should further investigate what methods would be most
impactful for participants. Research comparing the experiences of participants who
have never experienced some circumstances about disabled learners and those who
have, could determine how much part experience may be impacting perceptions of
disabled students.
Additionally, it would be beneficial to have a long term study to investigate
changes in the perceptions of each participant over the course of a school year, and if
possible, into their post-secondary experience as well. Furthermore, perceptions of
the teachers can be crucial tool on creating and getting responses accurately and
concretely.
FINDINGS

39. CONCLUSION
Chapter 2
Chapter 3
Chapter 4
Chapter 5
In life filled with tribulations, people mainly acquired
despair and enigmatic sentiments. Battles of life keeps
transpiring trying individual’s persistence and determinations.
Disabled students signifies dauntless character, a fighter against
numerous conflicts of life. Various stones thrown them
individually, and they destined to experience varied infliction of
pain.
FINDINGS

40. CONCLUSION
Chapter 2
Chapter 3
Chapter 4
Chapter 5
This study examined the experiences of students with disability.
The impaired students performed seemingly unequal as how normal students
does academically, socially, mentally and biologically. A deeper dive into
which variables impacted daily living of learners revealed significant
interaction effect between normal students.
Some problems occur inside the institutional setting where
respondents accompanied. They have fought several tribulations affecting
their existence, and receive unequal treatment and unequal opportunity.
FINDINGS

41. FINDINGS
Chapter 2
Chapter 3
Chapter 4
Chapter 5
This study has highlighted the barriers and challenges faced by
students with disabilities in various aspects of life, including education,
socialization, and lack of self-esteem. The stigma and discrimination faced
by learners with disabilities further exacerbate their already challenging
circumstances.
These findings emphasize the need for more inclusive policies and
practices that promote equal opportunities for learners with disabilities. It is
essential that the local government, along with other stakeholders, prioritize
the needs and rights of students with disabilities.
CONCLUSION

42. FINDINGS
Chapter 2
Chapter 3
Chapter 4
Chapter 5
These findings emphasize the need for more inclusive
policies and practices that promote equal opportunities for
learners with disabilities. It is essential that the local
government, along with other stakeholders, prioritize the needs
and rights of students with disabilities.
CONCLUSION

43. Chapter 1
Chapter
2
Chapter 3
Chapter 4
DOCUMENTATION

44. Chapter 1
Chapter
2
Chapter 3
Chapter 4
DOCUMENTATION

45. THANK
YOU!