The results of the study showed that the description of the self-image of the physically disabled is low or negative. Self-esteem subscales 110 Table 17: Distribution of respondents according to levels of self-esteem and gender.
STATEMENT OF PROBLEM
It was of interest to find out the impact of being in an inclusive school on the self-concept of people with physical disabilities. Therefore, the following critical questions were formulated to provide the necessary guidance on what data should be collected in describing the self-concept of adolescents with physical disabilities in comprehensive secondary schools in Lagos State.
RATIONALE FOR THE STUDY
Therefore, the study of the self-concept of people with physical disabilities in inclusive secondary schools is not only important, but also necessary. Therefore, this study presents the self-concept of teenagers with physical disabilities in comprehensive secondary schools in Lagos State, as well as their challenges and needs.
SIGNIFICANCE OF THE STUDY
The aim of this study was to identify and describe the self-concept of physically disabled people in inclusive secondary schools. CHAPTER ONE INTRODUCTION Inclusion on the other hand is the education of the disabled and non-.
AFRICAN THEORY OF SELF
It pays equal attention to self-concept and self-related experiences. CHAPTER TWO THEORETICAL FRAMEWORK OF THE WORK Psychological theories of the self in Western societies have recognized how important other people are in influencing an individual's self-perception.
THE SELF-THEORY OF CHARLES COOLEY
Thus, the self develops in relation to the individual's interpretation of physical and social reality. Cooley's bystander theory reflects the importance of significant others in the development of self-concept.
THE SELF-THEORY OF GEORGE MEAD
"I" encompasses all the psychological processes that control and influence an individual's behavior. Thus, according to Mead, the development of the self is based on the phenomenon of "I".
THE PHENOMENOLOGICAL SELF-THEORY OF CARL ROGERS
The self is composed of numerous elemental selves, which reflect aspects of the structure of the social process. Perceptions must be related to the existing organization of the field, the central point of which is the self-concept.
SUMMARY
Self-perception of the physically disabled in inclusive high schools CHAPTER THREE REVIEW OF LITERATURE 3.1 INTRODUCTION. The aim of the study was to identify and describe the self-concept of physically disabled students in inclusive secondary schools in Lagos State, Nigeria.
ADOLESCENTS WITH PHYSICAL DISABILITIES
However, a number of studies have found differences in the self-concept and adjustment of disabled people compared to non-disabled people (Ware, Fisher, Cleveland, 1957; Hasforf and Dornbusch, 1964; Cower and Brobrove, 1966; King, Shultz, Steel, 1966) . Gilpin and Cathers, 1993; and Chia, Alfred, Grossnickle and Lee, 1998). CHAPTER THREE LITERATURE REVIEW disability and the limitations it imposes have significant consequences for the self-image of persons with disabilities.
SELF-CONCEPT OF ADOLESCENTS' WITH PHYSICAL DISABILITIES
When there is harmony between self-image and self-esteem, a positive self-concept results, leading to positive adjustment or a state of congruence. The self-concept offers a range of explanations. The self-concept as a maintainer of inner consistency.
IMPACT OF GENDER ON THE SELF-CONCEPT
Lonsdale (1990) argues that the media has a major influence on the self-concept of adolescent boys and girls. Akiba's (1998) research also confirmed the influence of media and culture on the development of boys' and girls' self-concept.
SELF-CONCEPT AND ACADEMIC ACHIEVEMENT
Theoretically, positive self-concept results in positive academic self-concept and, in turn, good academic performance (Shavelson, Hubner, and Stanton 1976). For example, a study by Abu-Saad (1999) reports a significant relationship between self-esteem and academic achievement. Purkey (1970) reviewed the literature on self-concept and academic achievement of high school students.
A significant relationship was found between global self-esteem and students' ratings of their school level.
IMPACT OF THE ENVIRONMENT ON SELF-CONCEPT
On the contrary, Rogers (1969) emphasized the role of the family in the development of a positive self-concept. CHAPTER THREE LITERATURE REVIEW support and autonomy were positively related to the development of self-concept;. In addition, a significant amount of research had shown that the socio-economic status of the family greatly influenced the development of self-concept and children's success in school.
This emphasized the role of society and especially the family in the development of a negative or positive self-image.
SUMMARY
Munson and Spivey (1983) examined various aspects of self-concept in relation to socioeconomic status in individuals between the ages of 18 and 65. They found that individuals from a low socio-economic class showed low self-concept in the areas of self-acceptance, self-esteem, self-feelings and educational achievement. CHAPTER THREE LITERATURE REVIEW In general, an individual's self-concept is greatly influenced by various factors such as age, gender, academic achievement, parental background, socio-economic status, physical appearance, culture, and the philosophical traditions of the individual's society.
This study also chose to support King, Shultz, Steel, Gilpin and Cathers' (1993) point of view, that comparing the life experiences of people with disabilities with those of non-disabled peer groups may be meaningless as the life experiences of the two groups is different by virtue of the presence of disability.
RESEARCH DESIGN
Therefore, to accurately understand the self-concept of the subjects of this study, two scales of self-concept were used. One measured subjects' self-concept from the perspective of their problems and assessed self-concept from perceptions of the individual in question (internal locus of control), while the other measured self-concept from the perspective of others' perceptions of the individual. (external locus of control). The quantitative part of the study was designed to be a randomized one-group, post-test study of the self-concept of people with physical disabilities in comprehensive secondary schools.
They also wrote several school tests that measured their academic performance and had an impact on their academic self-concept.
THE POPULATION AND SAMPLE The Population
STUDENT PROBLEM INVENTORY (Appendix B)
The Physical and Health Issues section evaluates self-concept based on issues related to physical appearance and health. The social psychological problem section measured self-concept based on problems related to being accepted socially or by others. The Personal/Psychological Problem section evaluates self-concept based on issues related to self-acceptance.
The moral and religious problems section measures self-esteem based on moral and religious problems.
OBSERVATIONS
Self-concept of the physically disabled in inclusive high schools v CHAPTER FIVE DATA ANALYSIS (QUANTITATIVE 5.2 CRITICAL QUESTION ONE. The mean score of the T-scores for all five subscales defined a subject's self-concept. CHAPTER FIVE DATA ANALYSIS TQUANTITABLE ( 5: Mean score and standard deviation of self-concept scale response.
This shows that the majority of physically disabled people actually had low self-esteem.
CRITICAL QUESTION THREE
Further, to determine the pattern of attitudes, respondents' academic records were cross-tabulated with their self-esteem scores. CHAPTER FIVE DATA ANALYSIS (QUANTITATIVE) The histogram shows that there is a perfect correlation between self-esteem and academic achievement. Physically disabled with high self-esteem also had high academic achievement, just as those with low self-esteem also had low academic achievement.
The result shown in the table shows that 49% or 46 respondents had low academic performance, 31 or 33% had average academic performance and 17 or 18.1% of respondents had high academic performance.
CRITICAL QUESTION FOUR
CHAPTER FIVE DATA ANALYSIS (QUANTITATIVE) that were not measured on the Self-Concept Scale were measured here. CHAPTER FIVE DATA ANALYSIS (QUANTITATIVE Table 23: Distribution of respondents according to their scores on the Financial Problem subscale. DATA ANALYSIS (QUANTITATIVE Table 24 presents the distribution of respondents' perception of their sexual attitudes.
CHAPTER FIVE DATA ANALYSIS (QUANTITATIVE Table 25: Distribution of respondents based on their scores on the Family Problems subscale.
CRITICAL QUESTION FIVE
CHAPTER FIVE DATA ANALYSIS (Quantitative Table 28: The result of the ANOVA test for the effect of school affiliation on self-concept. The result shown in the table shows a statistically significant effect of school affiliation on self-concept. DATA ANALYSIS (QUANTITATIVE 29 : Post Hoc Comparison of Dependent Variables of School Affiliation and Self-Concept: Total Self.
CHAPTER FIVE DATA ANALYSIS (QUANTITATIVE) problems, while those who had high levels of self-concept had low or few problems.
SUMMARY
This reflects that persons with physical disabilities, who perceived themselves as worthy, were able to manage and control their life problems. While those with low self-concept lacked strong confidence in their abilities and resources. The results on the influence of the school environment on self-concept show a statistically significant effect of School Affiliation on Self-Concept (f, 78.502 = p, 0.000 < 0.05).
CHAPTER SIX DATA ANALYSES (QUALITATIVE)
INTRODUCTION
Furthermore, his statements reflect the influence of schooling in an inclusive school on the development of the self-concept. It further expressed the influence of the "private self, or being internally controlled, on the development of a positive self-concept. His negative self-concept and poor academic performance may be due to the disruption in his family.
His description here reflects the influence of a broken home and poor socio-economic status of the family on self-concept and academic performance.
AM-NOW-UGLY-DISGUSTING-AND-FILTHY
It reminds me exactly of Mala (name for beggars in Lagos) near our house. This is one of the reasons why I prefer to stay at the hostel (boarding house). Here she expressed the influence the school environment has on her self-concept and academic performance.
Further, her narrative revealed the impact of society's attitudes towards disabled people on their self-concept.
FINDINGS Self-Description
It is no wonder why the majority of respondents in this study had low self-esteem (53.2% of the distribution). The findings also reflect the impact of internal locus of control (self-perceptions) and external locus of control (others' evaluation of oneself) on an individual's self-concept. The results also revealed the influence of culture and societal attitudes on the disabled self-concept.
Their statements about the school environment revealed the influence of the school's physical environment on the respondents' self-image.
SUMMARY
The purpose of the study was to describe the self-concept of physically challenged youths in inclusive secondary schools in Lagos State. This study was therefore concerned with the meanings that PWDs attach to their school environment, including their social relationships and academic work, and what impact this had on their self-concept. While the social consequences are evident in the actions, attitudes and policies of society towards physically disabled persons.
This suggests that physically disabled people had to resolve these implications harmoniously to develop a positive self-concept.
CHAPTER SEVEN CONCLUSION
- SUMMARY OF FINDINGS Perception of Self-concept
- DISCUSSION AND IMPLICATIONS OF FINDINGS
- LIMITATION OF THE STUDY
- RECOMMENDATIONS
- CONCLUSION
Persons with physical disabilities in comprehensive secondary schools in Lagos State, Nigeria, had described their self-concept. This finding can be attributed to the impact of disability on the self-concept of people with physical disabilities. This study would ascertain the appropriate skills that are appropriate to enhance the self-concept of persons with physical disabilities.
The purpose of this study was to describe the self-perception of physically disabled people in inclusive secondary schools in Lagos state, Nigeria.
