STUDENTS WITH SPECIAL NEEDS IN A STATE UNIVERSITY IN THE PHILIPPINES

Abstract

This study focuses on profiling university students with disabilities, indigenous students, and single parents. The descriptive research design was utilized to describe the students with special needs in terms of their grade level, degree program, age and gender, scholarships, grants and loans, other benefits availed of and problems encountered, and needs. The tribe and language spoken by the indigenous students, the prevalence of the student’s disabilities, and the source of income and number of dependents of solo parents were also described. Using the aforementioned descriptions, this study determined the significant profiles of indigenous students, single-parent students, and students with disabilities. It has been noted that indigenous students’ dialects and proximity were some factors in choosing the higher education institution they enrolled in. Regarding the students with disabilities, 2 out of every 1000 college students have either a psychosocial disability, an orthopedic disability, or a hearing impairment. Meanwhile, the solo parents are pursuing their tertiary education despite being separated from their partners or spouses with the aid of their family members. Moreover, the higher education institution and the government lack financial support solely intended for students with special needs while pursuing their respective degrees. It is hereby recommended that the program chairperson assign lecture rooms and laboratories for students with orthopedic disabilities on the first floor. Further, to proactively determine the students with special needs and elicit empirical data, admission forms, enrollment forms, cumulative record forms, and other necessary documents may be revised and used.